Children and young people thrive on predictability and therefore change can be very difficult for any learner at any stage of their time in education. It is therefore particularly important that changes brought about by transitions are supported effectively for learners with SEND.
When talking about transitions in education we often think of the transitions between different phases of education.
However transition can also occur at other times where a change of environment or personnel occurs. Therefore other transitions to be considered should include:
- Changing schools
- Between PRU and mainstream
- From Elective Home Education to educational setting
- Between home and school on a daily/weekly basis(This can be particularly difficult after holidays)
- Between classrooms/teachers and learning spaces within the school day
- Between social time and structured learning time within school
It is paramount therefore that SENCOs work with other adults both in and out of school to ensure that pupils with SEND are given careful consideration and appropriate support at transition points.
Transition support should be personalised and should include:
- Careful planning
- Meeting the individual’s needs
- Preparing the learner for change
- Developing good links between settings/personnel
- Sharing information
- Continuity of practice to support predictability
- Parental Involvement
- Monitoring, reviewing and adapting as necessary
It is good practice for the SENCO to work in collaboration with colleague to develop a whole school transition plan, which outlines a graduated approach.
Where transitions are likely to be complex, then a record of the concerns and the steps taken to support the learner’s transition should be made in collaboration with parents and any support agencies. A Transition Support Plan is extremely useful.
The city’s Learning Partnership have published a comprehensive guidance document in relation to expectations for transition.