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Children and Families Minister Edward Timpson has praised internships for young people with special educational needs and disabilities (SEND).

Disabled students are benefiting from a pioneering work placement scheme run by Seashell Trust to help them transition from college to the professional world.

Helping these young people into employment goes hand in hand with the Children and Families Act which came into effect last year. The SEND reforms in the act enable support to be provided for children and young people with special educational needs and disabilities up to 25 years of age.

Minister for Children and Families Edward Timpson, who has responsibilities for SEND reform, said while visiting a similar internship programme: “Too many talented young people have been left in limbo in the past. That’s why I want to see more supported internships and work placements... to offer a first step onto the career ladder.

“It’s absolutely vital young people with SEND are supported in the transition to the workplace when they finish education. We want to help young people develop the best skills to succeed in the global race.”

The reforms have introduced an education, health and care plan for each young person that reflects their aspirations and the outcomes they want to achieve. It helps them prepare for adult life, including where possible employment and independent living.

A group of nine final-year students with support staff is based permanently at the Woodhouse Park Lifestyle Centre in Wythenshawe, to learn skills and gain confidence in a workplace.

Along with their onsite classroom-based learning, students have a range of roles at the conference and leisure centre, including a daily litter pick, two-hourly monitoring of the toilets for cleanliness, setting up rooms for conference and wedding receptions, laundry and gardening.

Placements in other businesses have included the office administration, retail and hospitality sectors.

Carol Honeini, Seashell Trust's supported internship manager, said: “All the students accepted the transition from college extremely well. We are using a special assessment tool to measure the students’ progress over the year. This focuses on job-specific skills and experience; job search skills, social skills, challenges. It enables us to chart progress as new skills are developed and to support them to find appropriate work that is both enjoyable and relevant.”

The goal is to provide young people graduating from Royal College Manchester with real job skills so they are employable, either independently or with support.

Carol said: “Students hope to progress into supported employment when their course ends. Our job coach works with them, college staff, employers and relevant agencies to find each student a position in their home area. Her role includes an additional six months' support after students finish the course to ensure positive outcomes are maintained.”