28 February 2026
Estyn calls for progression and transitions in Independent Living Skills programmes
Estyn’s thematic review of the Independent Living Skills (ILS) curriculum reports stronger personalisation and collaboration across FE colleges, but highlights weaknesses in progression planning, work‑related learning and the clarity of learner pathways. The findings underline the importance of embedding impartial careers guidance and structured transition planning to support learners’ long‑term independence and progression.
The review highlights notable improvements since 2017, particularly in personalising learning and strengthening collaboration between colleges and external partners. The report shows that most providers now take a more person‑centred approach, with programmes increasingly shaped around learners’ individual needs, aspirations and wellbeing.
However, Estyn also identifies persistent weaknesses in how progression is planned, recorded and supported. Many learners do not have clearly defined long‑term goals, and some remain on ILS programmes for extended periods without a structured plan for moving on to community learning, supported employment or vocational pathways.
The findings underline the need for clearer expectations around outcomes, stronger national guidance and more consistent access to meaningful work‑related learning. Estyn emphasises that developing transferable skills — including communication, problem‑solving, digital literacy and self‑advocacy — is essential for both independent living and employability.
The report also stresses the importance of embedding impartial careers information, advice and guidance (CIAG) within transition planning. The strongest practice occurs where Careers Wales advisers are well‑integrated into reviews and goal‑setting, helping learners understand their options and navigate the move into adult services, community learning or supported employment.
Estyn reinforces that high‑quality CIAG is a core component of effective ILS provision and central to supporting learners’ long‑term progression.
Read the Estyn report on the Independent Living Skills (ILS) Curriculum in Further Education.
The review highlights notable improvements since 2017, particularly in personalising learning and strengthening collaboration between colleges and external partners. The report shows that most providers now take a more person‑centred approach, with programmes increasingly shaped around learners’ individual needs, aspirations and wellbeing.
However, Estyn also identifies persistent weaknesses in how progression is planned, recorded and supported. Many learners do not have clearly defined long‑term goals, and some remain on ILS programmes for extended periods without a structured plan for moving on to community learning, supported employment or vocational pathways.
The findings underline the need for clearer expectations around outcomes, stronger national guidance and more consistent access to meaningful work‑related learning. Estyn emphasises that developing transferable skills — including communication, problem‑solving, digital literacy and self‑advocacy — is essential for both independent living and employability.
The report also stresses the importance of embedding impartial careers information, advice and guidance (CIAG) within transition planning. The strongest practice occurs where Careers Wales advisers are well‑integrated into reviews and goal‑setting, helping learners understand their options and navigate the move into adult services, community learning or supported employment.
Estyn reinforces that high‑quality CIAG is a core component of effective ILS provision and central to supporting learners’ long‑term progression.
Read the Estyn report on the Independent Living Skills (ILS) Curriculum in Further Education.
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