Transition Year has a new shape. Here's how Skilly helps schools report on it.

Since September 2025, every school running Transition Year has been working to the NCCA's TY Programme Statement. It asks a lot of a TY Coordinator. The programme is built around four Student Dimensions (Personal Growth, Being a Learner, Civic and Community Engagement, and Career Exploration), and reporting now has three parts: the pupil's portfolio, a reflection by the pupil towards the end of the year, and a school report that covers every dimension.

This September, a new guidance circular (0072/2026) added one more thing. Schools are asked to bring the TY Career Exploration dimension into their Whole-School Guidance plan, and to cover every part of work experience: preparation, engagement and reflection.

In most schools, the evidence for all of this is spread across copybooks, shared drives and a coordinator's memory. So we built somewhere for it to live.

A portfolio for every TY pupil

With the TY Portfolio add-on, pupils in TY have My TY Portfolio in Skilly. Everything in it is organised by the four dimensions.

• Goals. Pupils set goals in their own words and mark them achieved as the year goes on. If a goal changes, it stays on the record as changed. Changing direction is part of TY.
• Experiences and placements. Work placements, community placements, events, projects, awards and short courses. A placement asks three questions: how did you prepare, what did you actually do, and what did you learn about the work and about yourself. Awards record who issued them and whether they're certified by a recognised body.
• Check-ins at the start, middle and end of the year. Pupils rate themselves against 24 short statements written for 15 and 16 year olds. Seeing the same statements three times shows how a pupil's view of themselves changes. It's a self-review, and it's never presented as a grade.
• An end-of-year reflection. Five questions that prepare the pupil for the student reflection the Programme Statement describes, whether the school runs it as an interview or a short presentation.

Their TY SPHE lessons appear on the portfolio timeline automatically, so the SPHE work they've already done counts without being typed in twice.

For the TY Coordinator

The coordinator sees the whole year group on one page: who has started, who has done each check-in, how many placement days each pupil has, and which dimensions are still empty. Teachers get the same view for their own TY classes.

From there, two things the Programme Statement asks for at the end of the year:

• A TY report for each pupil. It pulls in the pupil's self-ratings from start to end, their goals, placements, awards and their own end-of-year reflection, organised by dimension. Staff add a comment for each dimension and an overall comment, then print it or save it as a PDF. Subject results stay with the school, and the report leaves space for them.
• Certificates of Participation. One page per pupil, ready to sign at your end-of-year TY celebration. The numbers on each certificate come from that pupil's own portfolio. It's the school's certificate, not an accredited qualification.

What it isn't

It isn't a replacement for guidance counselling, and it doesn't hold guidance-counselling notes. It gives the TY Core Team, including the guidance counsellor, a clear record of what each pupil has explored and what they took from it.

Pupils own their portfolio. Staff can read it, only the pupil can change it, and pupils are told exactly who can see it.

See it

You can read more on our Transition Year page, try the live demo, or get in touch and we'll walk your TY Coordinator through a portfolio from the first goal to the certificate.

How it is sold

The TY Portfolio is an add-on, priced per TY pupil. For a TY-only school, one price covers the TY SPHE lessons and the portfolio together. For a school with two or more year groups, it is a small add-on to the licence, and the TY SPHE lessons are already included. We switch it on for your school, and the exact figures, including DEIS terms, are in your quote.