Transitions

What are transitions in education? 

A transition in education typically refers to the movement of children and young people from one educational stage to another. These transitions occur at several key points including from home to early years, from primary to secondary school, between key stages, from secondary school to further education and beyond. 

We must also be mindful of mid-phase transitions and other changes e.g. children and young people moving house, managed moves and transitions into and out of specialist and alternative provisions as well as transitions that children and young people may make from different countries which may not always be chosen and mean leaving family, friends, culture and language behind.  

Why are transitions important? 

Change is a normal part of life and can provide children and young people opportunities to develop their resilience but like any change, it can also bring uncertainty and stress. Some transitions can be more challenging e.g. moving schools mid-year. For most children and young people, pre-transition worries tend to diminish within the first year of moving school or setting but other children and young people will need more support. 

All transitions need to be carefully supported. Supporting children and young people through transitions requires a holistic approach that considers curriculum continuity, social well-being, and emotional resilience. Schools and settings play a vital role in ensuring successful transitions for all children and young people. 

Transitions can present several challenges for children and young people which may have negative impacts if not managed effectively, these include adjusting to new learning demands and challenges, adapting to higher expectations, unfamiliarity of environment and staff and difficulties with peer groups. 

The Education Endowment Fund look more closely at the challenges around transitions and how best to support. 

What are the principles of an effective transition? 

Transition should be viewed as a process rather than a one-off event. Some principles to consider for effective transitions include: 

• Professional connections made between settings, including early years, to support relationships and in turn support better transitions for children or young people and their families.  
• Good planning and good communication, including all relevant staff e.g. teachers, support staff, SENDCos, Designated teachers, EAL co-ordinators, Early Years practitioners, MSAs. 
• Information sharing - Settings need to ensure that the right information about the needs of children and young people is shared, and that it is shared in a timely way to enable planning to take place. Information should be stored and shared in a secure and safe way, in line with GDPR requirements. 
• Transition lead in both settings. This may be the SENDCo, year leader or another senior leader. 
• Enhanced transition for those children or young people with additional needs or specific vulnerabilities such as being a young carer, being a child or young person in care, being Gypsy Roma Traveller (GRT), having English as an Additional Language (EAL), those with medical or mental health needs or safeguarding concerns. 

See further guidance from Anna Freud on what your school or setting can do to support transitions. 

What does the law say? 

All educational settings must adhere to the Equality Act 2010 which means that they must make 'reasonable adjustments' so as not to place any learners at a disadvantage. Settings should anticipate needs and make any reasonable adjustments in advance of transitions. 

See also the SEND Code of Practice .

What support is available? 

National 

YoungMinds

• YoungMinds provides practical tips and tools to help children and young people schools, parents, and carers manage changes and transitions throughout a child's time at school. 

NASEN and whole school SEND

• NASEN and whole school SEND offer a range of CPD webinars, leaflets and other information from supporting successful transitions, transitions for SEND CYP and transition planning for year 11 as well as resource packs including a pack to support KS4 SEND transition. 

Education Endowment Fund

• This Education Endowment Fund blog explores how bridging projects can address a number of transition challenges. 

Norfolk 

Just One Norfolk

• The Just One Norfolk website offers a variety of resources to support transitions. 

Norfolk County Council (NCC)

• Norfolk County Council has a toolkit for schools and settings focused on transitions which includes a timeline of suggested transition activities and welcome packs. 
• Our NCC Inclusion Advisers can support schools regarding individual children or young people where there are concerns around transitions. 
• Early Years Advisers can provide support around early years transitions.