Transitions
Transitions should be planned and prepared for thoughtfully, with the CYP at the centre, so that CYP, including those with SEND, are supported to have positive transitions between phases of education and into adult life. To support a positive transition, the most important factor is that settings share information effectively and in a timely manner with the early years setting, school, college or other provision to which the CYP is moving. Further information about effective transitions can be found here.
Expectations for all settings
Support is in place for routine transitions when required, including small (playtime to lesson) and large (new teacher) transition events.
What this may include/ look like
- Staff identify any CYP who will need additional support for all or most transitions (e.g. CYP with communication, sensory or regulation differences) and plan proactively to meet these needs.
- Where required, the following strategies are considered:
- Visual timetables, where events are removed or ticked off when finished.
- Timers to show CYP how long they have to work or how long they have to finish.
- Work systems that show CYP how much work they are expected to do and what will come next.
- Less structured times are carefully planned for, with some provision in place for CYP who may find these periods difficult (e.g. clubs).
- Safe spaces are available within the school/setting and CYP know how and when to access these.
Expectations for all settings
Procedures are in place to ensure smooth progression through settings/ schools, particularly during all transition phases, including on entry and exit.
What this may include/ look like
- Information is actively sought and shared to support successful transitions.
- Staff are aware of CYP who need additional support, and ensure plans are in place to support a smooth transition (e.g. additional visits to a new setting with a trusted adult, creating social stories, phased transitions).
- Professionals work together to proactively and effectively plan for transitions to ensure that CYP, including those who may be vulnerable, are supported to have positive transitions and maintain continuity of support.
- Plans are co-produced with CYP and their family using person-centred tools (e.g. SEN Support Plans, One Page Profiles, PATH , which can be delivered by EPSS), drawing on examples of successful practice and resources to support transition. These plans also consider how to support the CYP to engage positively with local phase transfer processes and events.
- Transition programmes for all CYP address resilience, coping skills, social communication skills and preparation for common transition difficulties.
