Our Position on Post 16 Reforms

The landscape of Post 16 continues to go through considerable changes. The Government has plans to improve academic and vocational qualifications, continue to roll out T Levels and has announced the introduction of new V Levels.

We have been reviewing these reforms and remain concerned about how they will impact the ability of blind and partially sighted young people accessing and fully participating in Post 16 education.

We have been actively engaging with these reforms through responding to the following publications from the Department for Education (DfE)

• Post 16 Education and skills White paper.
• Further Education training and Development: Call for Evidence.
• Post 16 Level 3 and Below pathways consultation.

To read the full responses to the recent consultations, please visit our What We Have to say webpage.

We welcome the Government’s ambition in proposing a more tailored approach to post 16 education, help young people get into and progress into work, and ensuring young people do not fall and remain in Not in Education, Employment and Training (NEET).

However, we remain cautious on how these reforms impact on blind and partially sighted young people’s access to an equitable and fair participation in their Post 16 education. These young people should have equitable options and choices, with access to specialist support provisions, and changes to Level 3 and below qualifications need to be flexible to incorporate the Curriculum Framework for Children and Young People with a Vision Impairment (CFVI).

In addition to this, we were invited to attend the All-Party Parliamentary Group (APPG) on FE and Lifelong Learning back in November 2025, chaired by Jonathan Brash MP. We were able to present the voice of blind and partially sighted young people and what is experienced by this group of young people.

“It is fundamental to have the voice of children and young people at the heart of any reform discussions, and to be invited to represent that voice demonstrates the work we do is vital for blind and partially sighted learners. By listening directly to learners lived experiences, decision makers can ensure reforms are not only inclusive in principle, but effective in practice, leading to meaningful change that genuinely reflects the needs, aspirations, and potential of those most effected” Krupali Parshotam, Education Policy Coordinator.

In the meeting the chair argued that the issues in college SEND provision are very different from those in school, and that colleges can be a lifeline for students with SEND. the policy discussion often focusses on schools and overlooks the impact on colleges, risking unintended consequences that could undermine the quality and accessibility of SEND provision in colleges. The chair went on to say;

‘Parliamentarians have a really important role to play in making sure that Ministers hear that message.’ Jonathan Brash MP

For more information about our work into Post 16, or education policy contact us at educationpolicy@pocklington.org.uk