Ordinarily Available Inclusive Provision

Transitions

Contents

Expectation

Every transition counts. Support is in place for routine and life transitions.

 

  • Accordion

    • Why? Evidence base

      • Changes can be difficult to manage and can cause worry.
      • Understanding the impact of transitions, pre-empting challenges and providing support enables transition to be successful and can enhance progress and wellbeing.

    • How? Whole setting

      There is a whole-school or setting understanding of the impact of transitions in the broadest sense which includes:

      • Leaving primary carer/s .
      • Moving around the setting.
      • Managing routines of the day .
      • Preparing for weekends, the start of holidays and beginning of term.
      • Moving from one lesson or activity to another.
      • Changing from structured to unstructured times.
      • Moving from break to lesson times.
      • Moving from one activity to the next within a lesson.
      • Changes of staff: permanent and temporary.
      • Special events: visitors, visits, celebrations.
      • Life events: birth of a sibling, change in parenting arrangements, loss and bereavement, contact visits, puberty.

    • How? Early years

      • Where required, practitioners will supplement their spoken word with objects of reference or visual representations to support children’s understanding of transitioning from one activity to another.
      • All classroom practitioners, including cover staff, have access to child passports or profiles, so they can quickly understand a child’s strengths and needs, and use strategies to support them.
      • The routines and rhythms of the day support the needs of all children. For example, children know which key people are going to be supporting them today and transitions are carefully considered.

    • How? Classroom

      • Staff identify children and young people who need additional support for all or most transitions and plan for these transitions.
      • Where required the following strategies are available:
        • Visual timetables, where events are removed or ticked off when finished.
        • Timers to show pupils how long they have to work or how long to finish.
        • Work systems that show pupils 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 children and young people who may find these periods difficult (for example, clubs).
      • All classroom adults (teachers, support staff, supply and PPA teachers) have access to pupil passports or profiles, so they can quickly understand a child or young person’s strengths and needs, and strategies to support them.
    Transitions resources

Expectation

Procedures are in place to ensure smooth progression through settings and schools, particularly during transition phases, including on entry and exit.

  • Accordion

    • Why? Evidence base

      • Providing information, guidance and support around transition to families can improve confidence and reduce anxiety.
      • Smooth transition procedures can reduce the attainment or attendance dip that can happen with transition.
      • Sharing information about strengths, needs and interests allows early identification of any additional needs so that early interventions can be put in place.

    • How? Whole setting

      • Information is actively sought and shared to support successful transitions.
      • Staff are aware of children and young people who may need additional support to ensure a smooth transition from one phase or setting to another.
      • Staff work together between schools or settings to plan and support transitions, with a focus on groups who may require additional support.
      • Plans are drawn up involving parents, carers, children and young people, making use of good practice guidance from the Local Authority.
      • Transition programmes address resilience, coping skills, social communication skills and preparation for common transition difficulties that can be associated with greater risks of school refusal.
      • Relationships with the previous setting are maintained beyond the transition. For example, a check in with previous setting staff during the first term of a new setting so any queries and concerns can be raised.

    • How? Early years

      • Where a child attends more than one setting, relationships with the other setting are strong, with a regular two-way flow of communication and information shared.
      • Where possible, key workers attend transition meetings alongside the SENCo for children with additional needs.
        Information about pupils with additional needs is distributed to key staff in advance to enable proactive planning.
      • On transition days, children and young people are able to meet wider staff teams including learning support.
      • Children are given clear information about the transition that is about to happen, for example moving to school. This should be presented visually and tell them about key adults, the environment and what will stay the same.

    • How? Classroom

      • If possible, class teachers and/or form tutors attend transition meetings alongside the SENCo for children with additional needs.
      • Information about pupils with additional needs is distributed to key staff in advance to enable proactive planning.
      • On transition days, children and young people are able to meet wider staff teams including learning support.
      • Transition support extends beyond the transition.

Resources

Useful resources for school leaders, teachers, SENCOs and early years practitioners.