Independent Living Skills curriculum in Further Education needs greater coherence and consistency

Estyn’s latest thematic report, The Independent Living Skills (ILS) curriculum in further education, highlights notable improvements since 2017 in how colleges support learners with additional learning needs (ALN). However, the report also identifies ongoing weaknesses in assessment, quality assurance, and consistency across providers.

The review found that colleges are personalising learning more effectively and collaborating more widely, but provision remains uneven. In particular, curriculum offers are not consistently aligned to statutory responsibilities under the Additional Learning Needs and Education Tribunal (Wales) Act 2018, risking non-compliance and variable outcomes for learners.

Around 1,700 learners completed ILS programmes in 2023-2024 across 12 further education institutions in Wales. These programmes support learners with a wide range of needs, from moderate to profound learning difficulties and disabilities, to social, emotional, and mental health challenges.

While many improvements have been made, especially in reducing overreliance on accredited qualifications and focusing more on personalised skills-based curricula, the report warns that variability in provision continues to limit learners’ opportunities. Transition support, Welsh-medium provision, and the clarity of curriculum pathways also require further development.

Owen Evans, His Majesty’s Chief Inspector of Education and Training in Wales, said:

“We have seen positive progress in the way colleges personalise support for learners with additional learning needs. However, provision is still too inconsistent across Wales. The Independent Living Skills curriculum needs to be reconfigured into a more coherent, aspirational, and outcome-focused model that helps all learners prepare for fulfilling adult lives.”

The report recommends that further education institutions work with stakeholders to align the ILS curriculum more closely with learners’ individual goals and statutory requirements. It also calls for stronger professional learning for ILS staff, improved Welsh-medium provision, and greater focus on tracking learner progress and destinations.