What can school do to support a young person considering a supported internship?

Gather a few concrete examples, identify what makes the situation easier or harder, and choose a response that addresses the barrier rather than the surface behaviour. Review whether the pupil becomes more able to participate independently.

Start with the pupil's experience

Talk with the pupil in a way they can access and ask what makes school easier, harder or more tiring. Gather the family’s knowledge and compare this with classroom observation, work samples, attendance or participation patterns and the pupil’s response to previous support. For supported internship, the same outward behaviour can have very different causes, so a description of the difficulty is more useful than an assumption about motive.

The practical test in this case is whether support for can school do to support a young person considering a supported internship changes the pupil’s experience in school. Agree what staff will try, what they will notice, and how the pupil can contribute their view. This keeps provision responsive rather than routine.

What school can do

The practical test in this case is whether support for can school do to support a young person considering a supported internship changes the pupil’s experience in school. Agree what staff will try, what they will notice, and how the pupil can contribute their view. This keeps provision responsive rather than routine.

Apply this principle specifically to can school do to support a young person considering a supported internship. Gather a few concrete examples, identify what makes the situation easier or harder, and choose a response that addresses the barrier rather than the surface behaviour. Review whether the pupil becomes more able to participate independently.

Keep expectations ambitious and realistic

For can school do to support a young person considering a supported internship, avoid assuming that one strategy will suit every pupil. Use examples from ordinary lessons, ask the pupil what helps, and make one purposeful change at a time. Keep changes that improve access or independence and reconsider those that do not.

The practical test in this case is whether support for can school do to support a young person considering a supported internship changes the pupil’s experience in school. Agree what staff will try, what they will notice, and how the pupil can contribute their view. This keeps provision responsive rather than routine.

Work with families and other professionals

For can school do to support a young person considering a supported internship, avoid assuming that one strategy will suit every pupil. Use examples from ordinary lessons, ask the pupil what helps, and make one purposeful change at a time. Keep changes that improve access or independence and reconsider those that do not.

Review the response to can school do to support a young person considering a supported internship using a short before-and-after comparison. Look across more than one occasion and include the pupil’s view where possible. A strategy is worth keeping when it produces a meaningful improvement in the intended outcome, not merely because adults feel busy or the pupil appears compliant.

How to review impact

For can school do to support a young person considering a supported internship, avoid assuming that one strategy will suit every pupil. Use examples from ordinary lessons, ask the pupil what helps, and make one purposeful change at a time. Keep changes that improve access or independence and reconsider those that do not.

The practical test in this case is whether support for can school do to support a young person considering a supported internship changes the pupil’s experience in school. Agree what staff will try, what they will notice, and how the pupil can contribute their view. This keeps provision responsive rather than routine.

Questions for the SENCo

For can school do to support a young person considering a supported internship, avoid assuming that one strategy will suit every pupil. Use examples from ordinary lessons, ask the pupil what helps, and make one purposeful change at a time. Keep changes that improve access or independence and reconsider those that do not.