Transition

A smooth transition (from school to school, or from year to year) will enable all learners to reach their potential. This means that they:

• will have their holistic needs identified early
• where appropriate, will receive multi-agency support in a timely manner and that is effective at promoting their educational needs, as well as personal wellbeing
• are able to maximise learning opportunities

The transition stages below identify the level of support a learner may need during transition. 

Inclusive Transition  

• Inclusive transition arrangements that are available for all learners e.g.,  
  • opportunities to visit the school at different parts of the day: morning, afternoon, lunch time
  • opportunities to spend time in the new classroom
  • open evenings and opportunities to explore the school environment
  • meet the teacher/staff

Targeted Transition 

• Targeted support for learners identified with an emerging/identified need (monitored within the school’s existing arrangements) e.g.,
  • organised additional visits
  • creating a book of photographs and information to help to prepare for the move
  • visual supports (visual timetable, Now and Next cards etc)
  • home/parental communication (contact books etc)

Transition Review

• Targeted support during transition reviews for learners with an Individual Development Plan (IDP) e.g.,
  • small group transition activities/workshops

Enhanced Transition 

• Enhanced support for learners identified with severe, complex and persistent levels of need e.g.,
  • phased entry, if required
  • follow the child’s specific interests

The majority of learners will have their needs met at the first level. With increasing complexity of need, additional arrangements at each level will incorporate the arrangements of the previous level. This will ensure the smooth transition of learners to meet their individual level of need.