Question group

Post-16 education, training and employment

Questions in this group:

1 -17 of 17 results
Post-16 education, training and employment 1.5f. How do local services identify and meet the support, welfare and wellbeing needs of care leavers who are living in supported accommodation or are at risk of homelessness? What evidence is there about how consistently their needs, including unmet mental health needs, are recognised, assessed and responded to across different local contexts? Ofsted, 2026
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Post-16 education, training and employment 1.5e. How effectively do local services help children in care and care leavers to build, sustain and benefit from enduring relationships? What does effective practice look like in enabling them to maintain this network of support over time? Ofsted, 2026
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Post-16 education, training and employment 1.5d. What does good inter-agency working to support care leavers look like? Ofsted, 2026
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Post-16 education, training and employment 1.5c. How do education, training and housing pathways affect outcomes for care‑experienced young people, particularly post‑16 and care leavers? How well are these needs reflected in local system planning and practice? Ofsted, 2026
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Post-16 education, training and employment 1.5b. How do the educational pathways and outcomes of care leavers compare to those of their non-care-experienced peers? Ofsted, 2026
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Post-16 education, training and employment 1.5a. How do current support systems align with care leavers’ own priorities for their futures? What evidence is there about how well services understand and respond to these priorities across different local contexts? Ofsted, 2026
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Post-16 education, training and employment 1.4c. What does good practice look like in supporting young people in secure settings (for example youth custody or secure children’s homes) during their transition to independence? Ofsted, 2026
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Post-16 education, training and employment 1.4b. Is there a relationship between young people’s levels of access to vocational education while in custody and their reoffending rates? Ofsted, 2026
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Post-16 education, training and employment 1.4a. What impact does access to prison‑based vocational education have on young people’s post‑release outcomes, such as gaining skilled employment and successfully reintegrating into society? Ofsted, 2026
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Post-16 education, training and employment 1.3b. How are adults with additional needs (for example mental health challenges or SEND) supported to access and succeed in training and employment? Ofsted, 2026
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Post-16 education, training and employment 1.3a. What features of effective provision in short courses, skills bootcamps, and other adult learning programmes are most successful in securing long-term employment/higher paid work for adults? Ofsted, 2026
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Post-16 education, training and employment 1.2c. In preparation for foundation apprenticeships, what learnings can providers take from other short work-based learning programmes delivered for young people, to best support learners with additional needs or who are at risk of becoming NEET? Ofsted, 2026
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Post-16 education, training and employment 1.2b. What does high-quality provision look like for short-term apprenticeships that are less than 12 months long? Ofsted, 2026
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Post-16 education, training and employment 1.2a. What does good practice look like in delivering apprenticeship pathways that engage younger learners (16 to 18) and ensure access to high‑quality opportunities across different levels, especially where provision or funding models vary? Ofsted, 2026
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Post-16 education, training and employment 1.1c. How do the reforms interact with broader policy drivers, such as reducing NEET rates and addressing skills gaps? Ofsted, 2026
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Post-16 education, training and employment 1.1b. How do qualification reforms impact disadvantaged learners specifically? What does good practice for supporting those learners look like? Ofsted, 2026
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Post-16 education, training and employment 1.1a. How do recent and upcoming qualification reforms, such as the removal of funding for certain levels and the introduction of V Levels and foundation apprenticeships, shape young people’s choices, particularly those at risk of becoming NEET? What effective practices support these learners in this changing landscape? Ofsted, 2026
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