Year 11 Interview - S139 Moving On Transition Plan
Ever wondered what a Year 11 interview involves? What you might need to think about when you're soon going to be moving on from school? Read on to find out what happens in a typical interview and moving on process............
It's a wet October afternoon and I am just about to start my interviews with Year 11 students at their school in Barnet. I have already met with them in Years 9 and 10 and I am looking forward to catching up with them again to see how things are going and to discuss their possible options after Year 11 - plans, concerns - and any other issues that they want to discuss with me.
The list is up on the door of the careers room - and I check to confirm that I will be seeing 3 students this afternoon - the first one at 12.00, then 1.00 and finally 2.15.
I set up my laptop, sort out my papers and organise the room so that there is room at the desk for us to sit comfortably without piles of papers ending up in our laps or on the floor. There is a knock at the door and Ella pokes her head round.
"Oh hi Marie, I think I am meant to be here at 12, is that right?"
"Absolutely, come in."
She sits down and settles herself.
"So how are you doing?"
"Well, everything is going more or less okay. I'm anxious about all the GCSE coursework that I have to do this year. I have a lot of revision to get through before the mock exams."
We talk through the support she is getting from school and she confirms that she knows that she can ask for help from learning support who have already helped her with organising her course work, planning her revision and so on. She goes to homework club twice a week which she finds helpful and, at present, she thinks that she is managing to keep on top of her workload.
"Have you had any thoughts about your plans after Year 11?"
"I've had a few discussions with my friends and family but I haven't really decided anything definite yet."
We talk through some of the possible options - including staying at school in the 6th form, moving on to another school 6th form, moving on to a college, going to a training scheme or apprenticeship.
"Do you have any long term ambitions?"
"I'm still hoping to work in childcare."
We discuss what this involves in terms of interests, working environment, training and qualifications required.
"Yes, that's the kind of work I'm interested in."
"Have you any experience of working with children?"
"My mum is a registered childminder and I help to look after the children during school holidays. I know that it can be very hard work. And frustrating too when the children all decide to throw a tantrum at the same time. I find it easy to stay calm and patient when this happens. In fact, I really enjoy finding ways to entertain and amuse the children."
We then go through some of the possible routes into childcare (including college courses and work based training) and I give Ella details of some websites that might be useful.
"So is that ok? Are you clear about the courses that you could apply for next year if this is what you decide to do?"
"Yes, but do I need to apply now?"
"Well, before applying, it's a good idea to go and have a look around the colleges if you can. They all have open days. Would someone at home be able to go with you?
"Yes my mum or my dad or my auntie would probably come with me. When do we have to go?"
"All the colleges put details of their open days on their websites."
"Oh yes, you already gave me a list of their websites so I suppose I could look them up - though I'm not sure if I'll be able to find them."
"Would someone at home be able to help you?"
"Maybe my parents or my brother if he isn't too busy playing football or winding me up!"
"OK, well if it is a problem, then I'm sure someone in the learning support department could help or we can meet again and look on the websites together if necessary"
We then discuss a possible backup plan just in case she does not achieve the required grades for the childcare courses of her choice. She asks me to list the possible health and social care courses that might be appropriate.
"Well, Ella, this information can all be listed on your Moving On Plan. Do you remember anything about it? It is called a S139 Moving On Plan and we will be writing it together. Remember?"
"Er, vaguely. Does that mean that I have to write something? Do I HAVE to do this? I've already got so much writing to do ............"
I reassure her that she will NOT have to do any writing (apart from signing her name). All that she has to do is tell me her ideas and help me to decide what needs to be written on the plan.
"But what's the point of it?"
"This plan is just to help to make sure that you get any support that you need if you move on to another school or college."
"Ok then" she agrees, "I suppose that's a good idea - just as long as I don't have to do any more homework for it."
Before she changes her mind we make a start on the first draft of her plan.
The 1st Section
This deals with her current situation, how she is doing academically and what her predicted grades are. Ella tells me what subjects she particularly enjoys, which ones she doesn't enjoy, what work experience she has done, what she does out of school (volunteering, part-time work, dancing and so on).
The 2nd Section
In this part, we write down some of the information that we have already discussed regarding Ella's plans for the future. I explain that I will list the possible options that we have discussed, so that she will have a written record of some of the choices available to her. Included in this will be the entry requirements for the various choices, so that she (and her parents/carers and other people involved) will be able to see which courses or training schemes are likely to be most appropriate for her.
The 3rd Section
This is for details of Ella's support needs. She tells me that she prefers to have opportunities for additional help outside the classroom but not in lesson time. She does not like being seen as ‘different' from the other students so does not like having a learning support tutor sitting beside her and making it obvious that she needs extra help. In school, she knows that she can go to the learning support department in the lunch hour and after school and she thinks that she would like to continue to do this wherever she is next year, if possible. I confirm that we can write this into her plan so that any other school or college will be aware of how she prefers to receive her additional support.
We go through the remainder of the plan, completing information about any other support needs (including physical health issues, mental health issues, support needs with independent travel, involvement of any other agencies).
Once it has been completed, I read it through to her and ask,
"Are you happy with it so far, Ella?"
"Yes, actually I think it's ok. Will my mum and dad be able to see it because I would like them to know about this?"
"Of course. I'll type up the first draft (which is what we have just written) and I'll bring it along to your annual review next month. Will your mum and dad be coming to your annual review meeting?"
"Yes, I think so. They usually do - though it might be difficult for my mum as she has children to look after, you know."
"Well, if they can't make it to the meeting, then I'll be sending a copy of the plan to you at home and you'll be able to look through it with your parents and let me know if anything needs to be added or changed. Is that ok with you?"
"Um, yes, I think so. So, we can change anything on it can we? If there's something that I have missed out or something that I change my mind about?"
"Sure you can, this is just a draft - which means that it's something to start with which can be changed or added to. We won't send this to any school or college until you (and maybe your mum and dad) have checked it through and are absolutely happy with what is written in it."
"OK, that's alright then."
"So, Ella, are you happy for me to bring copies of the draft to your annual review to discuss it further?"
"Yes, and if I or my mum or dad or my teacher or the support teachers have any other ideas, we can talk about them and then add them - is that right?"
"Exactly!"
Time has almost run out - and the 1pm student is waiting outside the door.
"Is there anything that you want to ask me or talk about before you go on to your Geography lesson?"
"No, I think that's it, thanks."
I double check that she has my contact details (office number, mobile and email address) in case she or her parents want to get in touch.
"So, I'll see you at your annual review - on the 12th November at 10 o'clock - if not before. OK?"
With a cheery, "OK then, Marie, see you later," Ella heads off to her next lesson.
print this page