SEN support should include planning and preparing for transition, before a child moves into another setting or school. This can also include a review of the SEN support being provided or the EHC plan. To support the transition, information should be shared by the current setting with the receiving setting or school. The current setting should agree with parents the information to be shared as part of this planning process.
- Special Educational Needs and Disability Code of Practice: 0 to 25 years (2015)
Early Years SEND Team Home Visitors (Portage) offers practical and emotional support, learning activities, help and advice in the care and development of children in their Early Years (0 to 5) with additional educational needs, developmental delay or disability. The role of the team is to empower and support families and may support the family and child in transitioning from home to a setting.
Practitioners should be aware that even when children are happy and settled it can be a big step for them to move to a new room within the provision with older children or different activities and routines.
Room-to- room transitions also require planning and staff should ensure that children are fully supported in this move. Key points to consider include the following:
The process of transition into school tends to be more standardised than transition into a setting and many local authorities have standard transition policies. Schools themselves will vary in their approach to transition but many allocate time to outreach visits to settings in order to prepare for children’s transition into school. Schools and settings may also agree shared learning projects and this will help to create continuities for children with SEND.
Settings should expect to gather together their records of how they have supported children at SEND Support and agree with parents what needs to be shared as part of the transition process. There may be opportunities for mutual visits and settings will want to welcome class teachers and school SENCOs to see how children are learning and developing in the setting. Where parents are involved at the same time, this can be a helpful way of introducing them to school staff and of building up new relationships.
|Waltham Forest's transitioning into school timeline|
|April||Parents should know the school their child will be attending as they would have received an offer of a school place.|
|May||Setting SENCO should contact the schools SENCOs and arrange a visit to discuss the child’s needs. Parents should be invited to attend. This is an opportunity to share information about the child as an individual and the child’s addition needs. It is also an opportunity to discuss the services involved with the child e.g. SEND Support Plan and Outcomes, request for EHCP started, EP Assessment, SALT Report, SACC Report or any other professional reports.|
|June||Settings ‘Transition Report’ is sent to the named contact at the school by the end of June.|
Checklist of action for transition to setting or school:
The code of practice states:
For transition into school, the Area SENCO may play a more significant role in planning and co-ordinating transition support and advice to the setting SENCO. For children with identified SEND the Area SENCO can support the setting in providing any additional details for the receiving teacher outlining: