Transitions in primary and secondary education: Guidance for schools and settings
Contents
Introduction
The transition through primary and secondary education is a significant step for children and young people (CYP) and their families.
These times of change can be challenging and anxiety-provoking, particularly when the child and/or young person is vulnerable or has special educational needs and/or a disability that require understanding and support over the transition. As school staff, you have an important role to play in shaping the child’s transition experience.
The aim of this guide is to provide a good practice framework for schools and settings across Devon to support effective transition arrangements in primary and secondary education.
This includes guidance at a universal level as well as providing guidance specifically in relation to vulnerable groups and those at greater risk of poorer outcomes over transition, for example, children in care (CiC) and those with special educational needs and disabilities (SEND).
Included in this guidance, there is also a short guide to planning transitions for emotionally vulnerable CYP including CiC.
The guidance will provide:
- an overview of how to identify vulnerable groups at transitions
- information about how to share information between schools
- practical suggestions for successful transitions based on the research literature
This guidance incorporates the following key principles:
- Unique child – every CYP is different and all CYP can be vulnerable at times of change.
- CYP who have SEND will need additional and flexible support.
- Positive relationships – parents and carers should be closely involved in the process of transition and their thoughts and opinions should be listened to.
- Enabling environments – CYP manage transitions better when there is good communication between settings and change takes place gradually over a period of time.
- Learning and development – the transition process should be one that continues a CYP learning journey and previous experiences should be valued and built upon.
Safeguarding
Where CYP are also under any form of safeguarding process then it is key that careful consideration is given to ensuring that this forms part of the transition plan.
This should include what information should be shared, how this information is shared and most importantly how the child’s emotional wellbeing and learning needs are supported.
There is a useful ‘one minute guide’ to support staff to ensure the effective transfer of CYP’s records where safeguarding is a concern but this should be used in conjunction with the guidance in this page.
Equality Act 2010
CYP and their families should be reassured that under the Equality Act 2010, schools have a duty not to discriminate against CYP who have one of the nine protected characteristics (including disabilities and mental health needs). The citizen’s advice bureau provides further detail on which characteristics are covered and what counts as discrimination.
Summary of key risk factors and protective factors for transitions between KS1 and KS2
Risk factors associated with KS1 to KS2 transitions
- Failure to identify child/young person (CYP) as requiring additional support (or late identification) and/or poor understanding of need.
- Children and young people’s views not heard and they are not involved in transition planning.
- CYP does not feel prepared for the change.
- Poor information sharing between key stage practitioners.
- Lack of contact and partnership working with parents.
Protective factors associated with KS1 to KS2 transitions
- Early identification of need.
- Robust and current knowledge and understanding about the CYP’s strengths and needs.
- CYP-centred processes.
- The CYP is well prepared to adjust to the new curriculum expectations.
- CYP has a positive sense of school belonging and feels supported by friends/peers.
- Good information sharing between key stages.
- Positive family support and involvement of parents/carers.
- Curriculum continuity between years 2 and 3.
- Provision and intervention are provided if needed in the new key stage.
Summary of key risk factors and protective factors for transitions between KS2 and KS3
Risk factors associated with KS2 to KS3 transitions
- Failure to identify CYP as requiring additional support (or late identification) and/or poor understanding of need.
- CYP’s views are not heard and they are not involved in transition planning.
- CYP does not feel prepared for the change.
- Poor information sharing between schools.
- Lack of contact and partnership working with parents.
- Experience of bullying at primary school and/ or on starting secondary school.
- Difficulty socially integrating.
Protective factors associated with KS2 to KS3 transitions
- Early identification of need.
- Robust and current knowledge and understanding of the CYP’s strengths and needs.
- CYP centred processes.
- The CYP is well prepared to adjust to the new environment and curriculum expectations.
- CYP has a positive sense of school belonging and feels supported by friends/peers.
- Good information sharing between settings – a consistent approach and partnership working between schools.
- Positive family support and involvement of parents/carers.
- Curriculum continuity between years 6 and 7.
- Provision and intervention are provided if needed in the new setting.
How to identify CYP in need of support
Effective transition support is important for all CYP and this requires universal arrangements to be in place. However, it is also an important role for school practitioners to be able to identify CYP requiring additional levels of support, either through targeted or specialist intervention.
The following information outlines the key differences between the three levels.
These terms will be used throughout this guidance. The description of needs given here is not exhaustive and it’s appropriate for professionals to use their discretion regarding what level of transition support a CYP will need.
Universal
Transition arrangements in place for all children.
Targeted
Targeted support for children with a moderate level of vulnerability. This group of children may include, children who become distressed around times of change, children with English as an additional language (EAL), Gypsy, Roma and Traveller children, those with long-term medical needs such as diabetes.
These children are likely to be known to at least one outside agency. Sharing information with the receiving school about meeting the child’s needs will be essential and enhanced transition arrangements are likely to be beneficial for the child.
Specialist
Specialist support for children with severe and complex levels of need. This may include children with SEND, children with an Education, Health and Care Plan (EHCP), children known to multiple agencies, children with severe social, emotional and mental health (SEMH) needs, children moving from an alternative provision, CiC, children with complex medical needs.
Children identified in this area are likely to have a range of agencies involved in supporting them. These children will require a coordinated and collaborative plan including information sharing and enhanced transition arrangements.
How to identify CYP who may benefit from targeted transition support
Many of the CYP who would benefit from targeted transition support will not fall under an identified ‘at risk’ group. This can result in their potential vulnerability being missed by professionals if careful consideration is not given to the transition planning process.
Alongside the CYP identified within the diagram on page seven other CYP who may be considered for targeted transition support could be:
- CYP with weak literacy or maths skills and those who experience challenges with organisation, memory or other aspects of learning.
- CYP with identified SEMH needs (for example, anxiety, ADHD) and those who display challenging behaviours.
- CYP with autism spectrum disorder (ASD) and/or associated social communication needs.
- CYP with physical or sensory difficulties requiring additional support.
- CYP with speech, language and communication difficulties requiring additional support.
Whose responsibility it is to share information and plan support
Primary schools should use the information presented in this guidance as a framework for identifying and sharing information about CYP who display vulnerabilities in the above areas. Special educational needs and disability Coordinators (SENDCOs) are usually well placed in schools to have the information to make a decision about the levels of transition support required.
Once the CYP has moved to their new key stage or new school, it will be important to monitor and review the success of transition arrangements and identify those who are in need of additional support. Again, the school SENDCO will be best placed to take a lead on this in most schools.
The transition planning template can provide a framework for reviewing the transition process for CYP who were identified as requiring targeted transition support (Appendix B found in the full document – available to download).
How to identify CYP who may benefit from specialist transition support
Alongside the CYP identified within the diagram on page seven other CYP who may
be considered for specialist transition support could be:
- CiC (see page 16 for additional guidance on supporting vulnerable CYP including CiC through transitions).
- CYP with an EHCP.
- CYP where there has been recent multi-agency involvement in relation to supporting their education. For instance, involvement from professionals such as an educational psychologist, speech and language therapist, occupational therapist, or the Children and Adolescence Mental Health Service (CAMHS).
- CYP identified by school staff or other professionals as being likely to require a personalised transition package. This is likely to include pupils who have already been accessing personalised programmes of support.
For KS2 – KS3 transition, signalling that one of the above criteria applies will also support secondary school staff to work in partnership with the primary schools to offer timely specialist transition support. The transition planning meeting template could be used as a framework for the sharing of such information (Appendix B found in the full document – available to download).
Whose responsibility it is to share information?
Primary schools should use the information presented in this guidance as a framework for identifying and sharing information about CYP who display vulnerabilities in the above areas. SENDCOs are usually well placed in schools to have the information to make a decision about levels of transition support required and to share this information with the next key stage or school.
Once the CYP has moved to their new key stage or new school, it will be important to monitor and review the success of transition arrangements and identify those who are in need of additional support. Again, the school SENDCO will be best placed to take a lead on this in most schools.
The transition planning template can provide a framework for reviewing the transition process for CYP who were identified as requiring specialist transition support (Appendix B found in the full document – available to download).
Good practice recommendations for KS1 to KS2 transitions
The transition point for CYP moving between KS1 and KS2 can mean a whole new environment change as CYP move between infant and junior schools or between classrooms.
The shift in the ways in which CYP learn also changes as they move into being more capable of abstract and teacher-focused learning.
Within this transition stage it’s important to consider the contextual factors unique to the CYP at your school and what transition will look like for them, but you can also use this document to identify those CYP who will require targeted and specialist transition arrangements to support their move into KS2 – and use the transition planning meeting template as a guide to help share information (Appendix B found in the full document – available to download).
Universal
- Year 2 and year 3 teachers should work together to ensure that a child’s transition between KS1 and KS2 is seamless.
- Year 2 practitioners should make sure children’s experiences in the final year of KS1 are valuable, and prepare the ground for year 3. It is important that year three builds on the principles and approaches used in the KS1.
- Some schools plan for the year three teacher to spend time within the year two class – prior to the children transferring – and plan the first term of KS2 around KS1 practice.
- Year 3 staff should be available to parents to facilitate relationships and answer specific questions/receive information.
- Thought should also be given to supporting children in saying goodbye to KS1 staff.
Targeted
- Parents/carers should be given clear information about the transition into year 3.
- Reception staff and the SENDCO should identify children who are at risk of having transition difficulties as early as possible.
- Teachers from KS1 and KS2 should be given time to meet and discuss individual children.
- A transition meeting early in the summer term should be arranged and knowledge should be shared about children’s individual needs by the parents, relevant teachers and any other agencies if they are involved.
- Plans should be made within the year 3 classroom to ensure provision is in place to meet these needs. A transition planning meeting template could be used to support this (Appendix B found in the full document – available to download).
- Thought should also be given to supporting children in saying goodbye to KS1 staff.
Specialist
- As above, KS1 staff and the SENDCO should identify children who are at risk of having transition difficulties and who may need specialist support as early as possible.
- Knowledge should be shared about children’s individual needs by the parents and any other agencies involved. This should be done through a multi-agency meeting. Practitioners should aim to provide an enhanced transition for children who have significant and persistent needs as early as possible. This is usually provided at an individual level and will be highly personalised.
- Plans should be made within the year three classroom to ensure provision is in place to meet these needs. A transition planning meeting template could be used to support this (Appendix B found in the full document – available to download).
- There needs to be a clear focus on developing communication between children, staff and parents/carers.
- Thought should also be given to supporting children in saying goodbye to KS1 staff.
Those children who are achieving lower levels academically are likely to find the shift in learning expectations in year 3 harder.
Preparing children for the types of learning they will be engaged in within KS2 and helping them have a vision for what is ahead for them in year 3 can be useful for children.
There should be a focus on developing their confidence as learners in year 3 and helping them consider what they can do when they are feeling stuck with a task.
A bridging project between years 2 and 3 could provide a means with which the child doesn’t see the jump in learning and expectations as too big and overwhelming (examples of bridging projects can be found below).
Parent/ carer involvement remains a significant factor in a successful transition. Continue to encourage home involvement – this could be through joint projects with the parents and children, asking parents to read with their child regularly during the week, holding short workshops to tell parents about the work the CYP are doing and how they can be supported by them.
Good practice recommendations for KS2 to KS3 transitions
A good transition should be focused on preparing the child for life at secondary school and building their confidence. Emphasis should be on building relationships with other CYP as those with a good friendship network find transition much smoother.
The SEND code of practice (2015) describes a number of ways to provide good transitions for CYP including: information sharing between the settings about the pupil, preparing for the transition, working with all those supporting the CYP including parents and professionals to ensure the receiving school is aware of the CYP’s needs and what is working effectively for them, placing the CYP and their aspirations, strengths and needs at the centre of the planning and, reviewing the support once in the new school.
Included in the full document is a self-audit tool to aid schools in considering the transition support they offer their pupils and families at this age (Appendix E found in the full document – available to download).
Supporting CYP who are emotionally vulnerable (including CIC) through transitions
These brief notes aim to provide information for schools in supporting emotionally vulnerable CYP, including those in care, during times of transition.
Early stages:
- Identify emotionally vulnerable CYP facing transition and consider the likely impact upon them.
- Through dialogue with parents/carers and outside agencies, aim to develop a good understanding of the emotional needs of individual CYP who are likely to struggle to cope with change.
- It may be important to be aware that how a young person responds to a new environment can sometimes seem out of proportion or unexpected, but it may make sense when considering the person’s own experiences.
- From this dialogue and understanding, a written plan can then be shared with key people including carers/parents, receiving school and pupil. It can be incorporated into the PEP process for CIC and/or using the transition planning template (Appendix B found in the full document – available to download).
- Talk with CYP about any imminent changes well in advance. Some may benefit from a visual representation of the transition process showing timescales. Through conversation, help CYP to balance the loss of the old with positive anticipation of the new. This may include the adult highlighting exciting new activities and opportunities available at the new school. With the CYP list the positive features which will encourage the CYP to look forward to the transition.
- Set aside dedicated time for the CYP to say goodbye to significant individuals and groups within the old school/key stage – this will be essential.
- Provide opportunities for the CYP to meet new teachers and key adults.
- Provision of associated photos and/or notes can be helpful to keep at home for reference.
- Remember the importance of being flexible and understanding that the emotional health and wellbeing of the young person can vary and fluctuate and the need to adapt where necessary.
Making the most of transition visits
- Specialist transition arrangements are likely to be required, including additional familiarization visits, either individually or in a small group. These will provide an opportunity for the CYP to meet the key adult who will support them at their new school.
- The visits provide an opportunity for the CYP to take pictures and develop a transition photo book. Also consider providing images of key people and places. Reflect on how the CYP felt during these visits and record these as well.
- Some CYP may benefit from a safety tour of the school, explicitly identifying ways in which pupils are kept safe from accidents, outside adults and other sources of harm and the ways in which care is shown to pupils.
Later stages
Some CYP will benefit from the use of transitional objects. These may take many different forms but essentially they represent the security of a significant adult when that adult is not physically present.
During major transitions, the importance of objects that CYP can take away with them to their new situation should be recognised. Such items might include familiar toys, photo key fobs, pebbles, books, scrapbook diaries, autographs, photographs and special work.
It may be helpful to provide a continued connection with a key adult from the old school – perhaps through a couple of visits and then a card to wish the young person well.
At times of major transition, provide opportunities for such adults to identify shared memories and reflect on successes and challenges, celebrating shared work.
Consider how a sense of belonging can be fostered in the new environment, for example, the CYP could leave a picture or piece of work with the new key adult.
Create a secure base for the CYP to go to with familiar and trusted members of staff.
Provide support from an adult trusted by the CYP to meet and greet them at points of difficulty, such as the start of the school day.
Supporting adults will need to be able to recognise the anxieties that may be underlying challenging emotions or behaviours, for example, aggression, difficult social relationships, and/or withdrawal. The use of relational approaches which includes a consistent and understanding approach to behaviour is essential.
Plan situations in which vulnerable pupils can be actively encouraged to express their feelings and emotions and to have these validated as appropriate.
Consider implementing long-term teaching programs to help pupils to develop and maintain the capacity to cope with change. Activities which promote resilience and the application of explicit coping strategies will be appropriate.
With careful and sensitive planning even the most vulnerable children can experience successful transitions. Such an experience can build significant resilience to meet challenges in the future.
How to support parents/carers
The research literature tells us that involving parents and carers in the transition process aids a successful transition.
Good practice:
- Ensure that there is regular communication with parents and carers and staff should ask about preferred forms of communication.
- Parents and carers should be involved at every stage of the planning and discussion process around transition, including attending transition meetings for those identified as needing specialist or targeted transition arrangements.
- Provide information sessions to parents and carers on how best to support their CYP over the transition.
- Encourage the parent to read the Parent/Child Transition booklet with their CYP prior to transition (for example, Next steps: Moving from primary to secondary school).
- Primary schools should support parents to complete admissions forms where needed.
- Inform parents/carers of the secondary open evenings or open day events.
- Provide opportunities for the parent to visit the school with their CYP.
- Encourage parents/carers to think about how they can support their CYP to be more independent.
Transition planning meeting
Transition planning meetings should be held at the latest in the summer term prior to the transition for those considered to need specialist or targeted transition support.
The aim of the transition planning meeting is to share information with the receiving key stage or secondary school to aid their planning of provision, and support when the CYP moves and to plan what the transition to the next stage of their education will look like.
Please see (Appendix B found in the full document – available to download) for a template that could guide this discussion.
Who should attend?
Those attending should be primary SENDCO, secondary SENDCOs (for KS2-KS3 transitions), parents/carers and any other agency involved in supporting the child.
The whole process should be CYP-centred. Attending the meeting may not be possible, or something the CYP wishes to do, but best efforts should be made to gather the CYP’s views to present at the meeting.
You may wish the CYP to join at the beginning of the meeting to offer their views or gather them before the meeting using the CYP’s views questions. They could present it in written form, or via a video for the adult members of the meeting to watch (see appendix A – in the full document – available to download – for questions to guide conversation with the CYP).
What should be discussed?
The template in Appendix B (found in the full document – available to download) offers a guide to the information to be discussed at the transition planning meeting. This includes the level of transition agreed, agencies involved, CYP’s views, parents’ views, what is currently in place to support the CYP, what support KS2 or the secondary school can offer, actions, date to review.
Should we still meet if the parent/carer is unable to attend?
Best endeavours should be made to include the parent/carer in the meeting, as they are key people to involve.
Appendices
Further guidance and templates can be found in the following appendices within the full document version:
- Appendix A – Gaining the child’s views about the primary to secondary transition
- Appendix B – Transition planning meeting template
- Appendix C – Pen picture (to be completed with the child)
- Appendix D – Timeline for transition from primary to secondary school.