How can we support work-experience support?

Agree the placement tasks in advance

Rehearse the arrival routine, how instructions will be given and how the young person can ask for clarification. A school-based role-play can reveal unclear expectations before the first day.

Provide a named contact and a simple plan for reporting a difficulty or an unsafe situation. Review the work completed, support used and the young person's experience, rather than treating attendance alone as success. Planning work experience can inform the follow-up conversation.

Start with the question, not a label

Define the practical problem in observable terms. Compare different lessons, adults, times of day and levels of task difficulty. A useful starting point is to ask what the pupil is finding hard, what skill or access barrier may sit underneath it, and what would count as a meaningful improvement.

Ask the pupil and family

Pupil voice can reveal demands adults have missed: uncertainty, language load, sensory discomfort, fear of failure, social confusion or simply not knowing how to begin. Family information can show whether the pattern is specific to school or appears elsewhere. Keep the conversation curious and avoid presenting a hypothesis as a diagnosis.

Make the first adjustment small

Change one or two things that directly match the suspected barrier. This might mean clearer language, a worked example, reduced copying, rehearsal before a transition, a visual prompt, a quieter place to begin, planned movement or a more achievable first step. The aim is access and increasing independence, not permanent avoidance.

Teach the missing skill

Adjustments work best alongside explicit teaching. Depending on the issue, teach how to ask for clarification, break down a task, organise materials, recognise rising stress, enter a group, recover from a mistake or use a support independently. Model the skill, practise it when demands are manageable and gradually reduce adult prompting.

Check whether it actually helps

Agree a simple measure before changing provision. Useful indicators include task starts, work completed, independent use of a strategy, attendance, successful transitions, incidents, recovery time or the pupil's own rating of difficulty. Review patterns rather than isolated good or bad days.

Know when to seek more help

If the difficulty is persistent, severe, worsening, affecting attendance or safety, or remains poorly understood despite appropriate teaching and adjustments, involve the SENCo. Existing professional advice should be reviewed and further advice considered where it would answer a specific question and change what school does.