A pilot, aiming to make the transition from pre-school learning to primary school as easy as possible for children with special educational needs and disabilities (SEND), has been successful and will run for another year.
We heard from parents about how challenging that transition period is, moving from pre-schools where they felt that staff understood their children’s needs and where their children felt included and supported, to primary schools that were unfamiliar and that sometimes, despite best intentions, had fewer resources to meet the needs of every child.
Professionals who work with families say that transition times are particularly difficult for parents and children with complex needs. We asked them to identify 100 children who were due to move up to primary schools the following academic year who would most benefit from the pilot. They identified children in 39 schools who they felt would struggle the most with transition, some of whom were at risk of being excluded due to social and emotional needs. None of the children on the project had Educational Health and Care Plans (EHCPs).
Early Years Consultants conducting the pilot initially visited the pre-schools to gain a clear picture of each child involved with the pilot and the additional support and resources they needed. The schools were given additional support from the Early Years Consultants for a period of time following the child’s move. This included visits to schools, observations with the children, reviewing the learning environment and further planning. Additional support was provided by a small team of Educational Psychologists, and some schools were also given a small amount of funding to pay for additional support and resources needed to have maximum impact on the child’s inclusion and progress.
Feedback from the children involved, their parents, pre-schools and primary school staff has been positive. While schools do their very best to accommodate new pupils, welcoming them, and spending time to provide the right level of support to encourage learning, the transition from pre-school to primary school for many children, particularly those with complex needs, can be emotionally and physically challenging. But with the wrap-around and individual support over that period, the transitions were a less stressful, much more positive experience for pupils, parents and staff. We are pleased to be able to offer transition support again this September and will continue for the academic year.
Ottery St Mary Primary School is one of the schools that was part of the pilot. Its Head Teacher, Mark Gilronan, said:
“We feel very lucky to have been part of the project and the impact seen on the children involved has been substantial.
“Having additional support from skilled Early Years consultants and Educational Psychologists as well as the freedom to choose how to use the money has meant we can meet needs we would have struggled to meet before.
“For example, we identified restrictive diets being a barrier, so we implemented the TastEd programme – a form of sensory food education, using some of the funding to purchase the fruit and vegetables for each session.
“As a result, children are now more open to trying new foods and diets are slowly improving.”
A parent of one of the children involved with the pilot at Ottery St Mary Primary School, said:
“As a parent it’s been amazing to receive the extra funding support at Ottery Primary, which has benefited having an Educational Psychologist to come and help the children, support with their extra needs and understand them through the learning process.
“It’s been a huge weight off my mind knowing there has been the professional support around who understand and are able to help my child to progress with his future learning.”
A parent of a child now attending Stoke Fleming Primary School, which was also part of the pilot, said:
“We were so pleased with all of the extra insight we gained into our son from the help that he and the school had (from the pilot) earlier in the school year.
“We still reference the print-outs we were given and felt that our meetings with the school benefited from the additional resources too.”
Councillor Lois Samuel, the our Cabinet Member with responsibility for services that support young people with SEND, said:
“I’m delighted that we’re able to provide the transition support again this year. We’re already consulting with professionals and partners to identify young people who will benefit most.
“This is all about early intervention, and meeting children’s needs at the right time and in the right place through a range of resources which may include some additional adult support.
“It is very much about building staff knowledge and confidence so that this good practice becomes the norm that all schools can deliver.”