Background
Vulnerable students can find transitions and change very distressing and difficult. The following guidelines are appropriate to support the reintegration of children and young people into school following periods of time out of formal school, e.g. from alternative provision. However, this guidance can be applied more generally when a pupil moves schools or transfers due to a different scenario.
Factors that support success
- The development of a clear and thorough transition plan that is developed well in advance where possible and collects the views of settings, parents and the student. The plan will need to be bespoke and personalised to reflect the student’s interests and current needs.
- The transition should be phased and designed to minimise anxiety. Often, having expectations for children to enter full school life immediately is unrealistic and this can lead to challenges.
- The pupil should visit the new setting for an initial visit where they are supported by a trusted adult (e.g. from their current setting) who stays with them. During this visit, the pupil should be introduced to their keyworker and be told where to find this person if needed.
- In advance of the transition, the pupil should be able to access their proposed timetable and be able to visit key physical locations at the school.
- When starting, the pupil is likely to need higher support that usual, e.g. through a peer mentor, adult support or buddy system.
- Ensure the pupil has somewhere they can go to ask about worries or concerns.
- For secondary aged pupils, it is likely that the student will need to develop a sense of security within the school before accessing the range of subjects. For example, through the use of small group, flexible provision for vulnerable students.
- Consider scheduling regular mentoring to support the student to reflect on their strengths, targets and this could take various approaches.
- Review regularly and monitor the young person for signs they are finding something hard. Consider what skills they need to develop to enhance their ability to cope and develop a plan to teach and support them to develop that skill.
- If challenges persist, carefully analyse the reasons for this and identify whether aspects of the environment are stressful or overwhelming. Make use of structured provision during break times where necessary.
- Liaise regularly with parents and carers and ensure the student is aware of this open and regular communication. Plans, sanctions and rewards should be jointly agreed by staff, parents/carers and students and applied consistently.