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Transitions
“Transition” in education terms means moving into, between or out of educational settings.
Good transition planning is important for all children and young people. Children and young people with special educational needs and/or disabilities (SEND) will require additional planning and preparation so transition planning should start early to ensure success.
All educational settings must adhere to the Equality Act 2010 which means they have to make ‘reasonable adjustments’ so as not to place disabled learners at a disadvantage. Settings should therefore anticipate needs and make any reasonable adjustments in advance.
You may find it necessary to advocate for your child/young person during times of transition to ensure it is as successful as possible.
Havering SENDIASS acknowledges that a transition in education, whether that be to primary, secondary or post-16. can be a difficult yet exciting process for children and young people with special educational needs and/or disabilities (SEND).
Transition with an education, health and care plan (EHC plan)
If your child has an EHC plan the local authority (London Borough of Havering) has a legal duty to review and amend the plan by a specific date in the year of the transition.
The EHC plan should be amended to include the name of the new school/type of setting in section I of the plan:
The plan should be reviewed and amended in the year of the transition by:
- 31st March if the transition is from secondary to post-16
- 5 months before a young person moves from a post-16 setting to another post-16 setting
- 15th February for all other transitions e.g. early years to school, infants to juniors, primary to secondary
For transition from primary to secondary placements, the annual review should ideally take place in the Autumn term of year 6 in order to allow sufficient time for the draft and final EHC plan to be issued by 15th February.
How can I help prepare my child for primary or secondary school?
Below are some useful hints/tips to support you during this transition period:
Before the summer break:
1 If your child requires specific support and resources, you should speak with the SENCo at the earliest opportunity so they can put things in place prior to the start of term to ensure a smooth transition.
2 Before the end of the summer term, you could request images of the new school environment from the school SENCo. You can show these pictures to your child over the summer break. These could include pictures of classrooms, toilets, lunch area and teachers so your child can familiarise themselves before starting.
3 Before the end of the summer term, you could request a map of the new school from the SENCo/school office and share this with your child/young person. This will help them become familiar with the layout of the school prior to starting.
4 You could speak with the new school and ask for details of key staff that your child/young person can speak to if they need help whilst at school.
5 If your child/young person has an education, health & care plan (EHC plan) make sure you understand what support will be in place when they start school.
During the summer break:
1 During the summer break, undertake activities that help your child/young person with their organisation skills. These could involve activities like packing a bag, reading a timetable.
2 Discuss the school environment with your child/young person and highlight all the positive things they will experience such as friendships, new activities and clubs etc.
3 Throughout the summer break you could have the school uniform on display to help your child/young person mentally prepare for September. You could also encourage your child/young person to wear the uniform for a few minutes each day so they get used to the fabric and fit.
4 Show your child the school website and let them explore what is on offer.
5 If your child likes advanced warning and preparation, you could use a calendar to mark off the days until the school term starts. Only use this if appropriate.
6 Practise the school journey throughout the summer holiday so your child becomes familiar with the walk/bus route.
7 For secondary transition you may want to see if another child they know is travelling the same way and encourage them to travel together. Provide your child with emergency contact numbers in case they have difficultly on the way to or from school.
8 If you are concerned about your child’s anxiety regarding the transition to secondary school make sure you give them the opportunity to ask questions about their concerns and explain why the change will benefit them. You could provide them with a worry toy, book or box where they can write or draw any concerns they have.
9 Try to set aside some time to try and teach your child some relaxation techniques. You could also create an anxiety plan or a social story to explain what your child should do if they are anxious.
Starting the new academic year:
1 Remind your child that it is perfectly normal to feel nervous about the transition. Give them opportunities to communicate any concerns with you that they might have before starting. They can do this verbally, in writing or through drawing.
2 Once term starts, get into the habit of helping your child/young person pack their school bag the night before. You could use a checklist to help your child tick-off what they need each day. Having a copy of their timetable on the fridge is always useful too!
3 Ensure your child wakes up early enough to get ready without having to rush.
4 You may find that visual supports and the use of a visual timetable can help your child to understand what's happening.
5 If they need a packed lunch, you could involve your child when choosing and preparing their food.
6 Give them lots of praise for coping with the change and adapting to a new routine.
Seeking support from the current and new school setting:
- Your child’s current school could organise individual or group work on preparing for the transition. This could include activities in the curriculum that will help your child with transition.
- Ask the current school to pass on any information about your child’s educational/behavioural, sensory, communication, social/emotional needs to the new school.
- Ensure the new school is aware of any equipment your child may need and that they have this in place ready for them to use.
- Keep in regular contact with staff working with your child to see how they are progressing.
- If you notice that the new school is not dealing with specific behaviours appropriately or using the means of communication that your child is familiar with, bring this to the attention of the relevant staff and arrange a meeting.
What your child’s new school should do :
- When your child starts school, the school is likely to assess your child’s levels of attainment, even though they may already have received information from the previous setting.
- If additional support or special educational needs have been identified, staff should use assessment information to develop an appropriate curriculum which identifies and focuses on your child’s skills and areas where support will be needed in class.
- They should ensure there is ongoing observation and assessment. They should also involve you in developing and implementing a joint learning approach at home and in school.
- You should always be consulted and kept informed of actions taken to help your child and the outcomes of these actions. The school must tell you if your child is receiving SEN Support or if the school feels an application for an EHC plan may be necessary.
What else can I do?
We understand that you may still want some information and advice about the new school/ college. Therefore, we advise the following:
- Obtain the school brochure or prospectus
- Visit the school website and view the following policies:
- Special Educational Needs and Disabilities Policy (SEND)
- Behaviour Policy
- Bullying Policy
- Equal Opportunities Policy - or any other you feel appropriate.
- View the home/school agreement (This can be found on the school website)
- Read the Governors' Annual Report to parents (This can be found on the school website)
- Read the Ofsted Inspection Report : https://reports.ofsted.gov.uk/)
Where can I get further information, advice & guidance?
If you have further queries regarding transition or have any concerns it would be appropriate to contact the school first.
You can also contact us via our Contact Form which you can access and complete via this website.
We also have a range of local & national support organisations that you contact. For information on these please view our 'Local/ National Support Organisation' pages.
Transition web resources
Foundation For People with Learning Disabilities
Young Minds
Twinkl
lhttps://www.twinkl.co.uk/resource/t-c-7469-secondary-transition-resource-pack
Sen All about me pack
https://www.twinkl.co.uk/resource/t-s-2199-sen-transition-to-secondary-school-all-about-me-2
BBC Teach
https://www.bbc.co.uk/teach/transitioning-to-secondary-school/zkc9pg8
Family Action
Mental Health Foundation
https://www.mentalhealth.org.uk/sites/default/files/moving-on-top-tips-for-pupils.pdf