Supported internships vs apprenticeships for young people with SEND

This article covers England. Scotland, Wales and Northern Ireland run their own education and skills systems, so names, eligibility and funding differ. We flag the main differences below.

What is a supported internship?

A supported internship is a structured study programme based mostly at an employer's workplace. It is designed for young people with a learning disability, autism or other additional needs who want a paid job but would find a standard recruitment process, or a standard apprenticeship, too big a first step.

The young person is not an employee, so they are not paid. Instead, they spend most of their time learning on the job, with a trained job coach beside them. They also spend some time in a classroom or learning space working on English, maths, employability and independence skills at a level that suits them. The goal is simple: to prepare for, and move into, paid employment at the end.

Many supported internships are run by a college, a specialist provider or a local authority in partnership with employers such as hospitals, councils, hotels, offices and retailers. Project SEARCH is one well-known model, although there are others.

What is an apprenticeship?

An apprenticeship is a real job. The apprentice has an employer, a contract, a wage and paid holiday, and spends part of their working time on off-the-job training with a college or training provider. It leads to a nationally recognised qualification and, in many cases, to a permanent role.

Apprenticeships are open to people aged 16 and over who live in England and are not in full-time education. There is no upper age limit. They exist at several levels, from entry-level jobs to degree-level roles, across a wide range of sectors, from care and hospitality to digital and engineering.

Unlike a supported internship, an apprenticeship does not come with a dedicated job coach built in. The level of support depends on the employer, the training provider and any extra help you arrange.

Who is eligible for each route?

Supported internship. The young person is normally aged 16 to 24, has an EHCP, and wants to move into paid employment. They need to be able to benefit from the placement, but they do not need to be "work-ready". Providers generally look for motivation and a clear wish to work rather than a particular level of skill. If your child is still at school, the EHCP annual review is a good moment to raise it.

Apprenticeship. There is no requirement for an EHCP. The young person needs to be 16 or over, not in full-time education, and able to secure a job with an employer who offers the apprenticeship. Some apprenticeships ask for GCSE-level English and maths, although there are recognised adjustments for people with a learning disability or difficulty. If an entry requirement looks like a barrier, ask the training provider what flexibility exists.

How do the two routes compare side by side?

The table below summarises the main differences for England. Details vary between providers, so treat it as a starting point for your questions.

How is each route structured week to week?

On a supported internship, most of the week is spent in the workplace, often in rotating placements or in one role that suits the young person. The job coach starts by learning the tasks and the environment, teaches the young person step by step, and then gradually steps back as confidence grows. Classroom sessions run alongside, covering things like travel training, communication at work, money and punctuality.

An apprenticeship looks more like a typical job. The apprentice works their normal hours, is managed like other staff, and has protected time for off-the-job training, which might be a day a week at college, block release or online learning. Progress is checked by a tutor or assessor and ends with an end-point assessment for many apprenticeships.

The key difference is the pace. A supported internship builds in time to learn and practise before any pressure to perform. An apprenticeship expects the apprentice to contribute from the start, with training alongside.

What support is available on each route?

On a supported internship, the support is part of the design: a job coach, a personalised programme, close liaison with the family, and employers who have agreed to take part knowing the young person's needs. The job coach often helps with the recruitment conversation and with explaining adjustments to colleagues.

On an apprenticeship, the employer and training provider must make reasonable adjustments under the Equality Act 2010. Examples include a quieter workspace, written instructions, extra time on assessments, or a mentor. Extra funding can be available to training providers to cover additional learning support, and your child can ask for it.

On both routes, Access to Work is worth knowing about. It is a government scheme that can contribute to the cost of support in paid work, such as a support worker, specialist equipment or travel. It can apply to an apprentice who is in a paid job, and it may also be available for supported internships in some circumstances. Check the current rules on GOV.UK or with Jobcentre Plus, as these can change.

What are the outcomes, and what do we honestly know?

Supported internships were introduced to improve the low rate of paid employment among young people with learning disabilities and autism. Well-run programmes, with strong employer links and a skilled job coach, can lead to paid jobs for many of the young people who complete them. However, results vary considerably between providers and areas, and an internship is never a guarantee of a job. Ask each provider for its own outcomes: how many interns moved into paid work, what kind of work and how many hours.

Apprenticeships are a recognised route into skilled work and can lead to higher-level qualifications. For disabled people, the experience depends heavily on finding an inclusive employer, and some young people need a gentler start. We are not aware of reliable, up-to-date national figures that cleanly compare the two routes for young people with SEND, so we have not quoted any here. Beware of any provider who promises guaranteed results.

It is also worth thinking about benefits. Unpaid placements and paid jobs can affect some benefits differently, and the rules depend on the benefit and on the young person's circumstances. Speak to an independent adviser, such as Citizens Advice or the Jobcentre Plus disability employment adviser, before committing.

Which route is likely to suit which young person?

A supported internship may be the better first step if your child:

• has an EHCP and has little or no experience of paid work;
• benefits from learning tasks step by step, with a trusted adult alongside;
• finds interviews, new places and unwritten workplace rules very stressful;
• would benefit from time to build confidence, routines and independent travel.

An apprenticeship may suit your child if they:

• already have some work experience, a clear career interest and enough independence;
• want to earn from the start and gain a qualification;
• can find an employer who is open to adjustments and has a supportive manager;
• are comfortable managing a regular working week with some training alongside.

There is also a middle path. Traineeships and, for some, college courses with work experience can prepare a young person for either route. And a supported internship that goes well can lead into an apprenticeship at the same employer or a different one.

How do you find and apply for each one?

For a supported internship, start with the young person's school, college or local authority SEND team. The EHCP annual review is the natural time to add employment goals, and the plan can name a supported internship as part of the preparation for adulthood. Your local authority's "Local Offer" website lists what is available nearby.

For an apprenticeship, search the official "Find an apprenticeship" service on GOV.UK, speak to the college's careers team, and ask training providers directly. When you apply, you can tell the employer about your child's needs and ask about adjustments. Some young people prefer to do this before the interview so there are no surprises.

In either case, it often helps to visit the workplace first, meet the people involved and ask to see the training plan. Take your time. A good provider will welcome the questions.

How do things differ outside England?

In Scotland, Wales and Northern Ireland, the framework is different. For example, EHCPs do not exist in the same form, and apprenticeship and employment-support programmes have different names and rules. Equivalent supported-employment schemes exist, but you should check the local details through your local authority or the relevant government website.

How can everyday skills be practised at home and in training?

Whichever route a young person chooses, steady practice of everyday thinking skills such as attention, memory, planning and problem solving helps them cope with the demands of a placement or job. Short, enjoyable activities are more likely to stick than long drills.

DYNSEO offers digital tools and training that support this kind of practice:

• Brain games for adults. CLINT offers short cognitive games for adults, which can help young adults practise attention, memory and flexible thinking at their own pace.
• Younger siblings and teenagers. If you are also supporting a younger child, COCO THINKS and COCO MOVES offer educational games for children.
• Training for those who support. The course on cognitive stimulation adapted for people with disabilities is useful for parents, job coaches and support workers. Our course on supporting a child with autism offers practical ideas for everyday life that families can adapt as their child grows.

You can also browse our tools and our training courses to see what fits your situation. These resources complement, and do not replace, the formal support described above.

Frequently asked questions