'There is something special about Vane Road because everyone enjoys it here.'OFSTED 2013‘Pupils behave well are polite courteous welcoming to visitors and take good care of each other.’ OFSTED 2013

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Transition Arrangements

 

Transition from nursery into our reception class, from class to class or moving into our main secondary school providers is carefully planned and                co-ordinated.  This is especially true for our more vulnerable children such as those with a specific need because this change in their life has a potential to cause some degree of anxiety.

How we ensure a smooth transition for our children with SEND is essentially through effective communication and carefully planned transition meetings with the child as well as their parents /carers and all other agencies working with the specific child.

Examples of how we do this are as follows:

A child moving from a nursery into reception class                   

Prior to starting school in September, one of our reception teachers will make contact with the nursery providers via a telephone call or visit to discuss individuals and their needs.  From that initial meeting if a child is identified as having a specific need and there are other agencies involved then the head teacher or SENDCo and key reception staff will attend any relevant meetings prior to the child starting in September.  This is to ensure staff are fully informed of the child’s needs and their background as well as who is actively involved working with the child.  Parents/ carers are then invited to an induction meeting in the Summer term in which they will meet their child’s class teacher as well as other key staff including the head teacher and SENDCo.  The child and parents /carers will then have a further opportunity to attend at least 3 afternoons in their new school.  Depending on the child’s needs we may provide additional opportunities for them to visit the school. 

In September if a child’s needs are such that the standard transition school arrangements need to be amended then this is discussed with parents and outside agencies and modifications would be made.  During the Autumn term a transition meeting would be arranged in order for all those involved with working with the child with specific needs to review their transition into their new learning environment.

 

A child moving from class to class

Generally the class teacher will hold a specific meeting with the child’s next year group teacher in order to share information and any relevant records.  In the case of a child identified with a specific need either a multiagency meeting or a meeting with the SENDCo, parents / carers, relevant staff will be held in the summer term.  The purpose of such a meeting is to share practice which works well for the child as well as discuss and identify steps to take to ensure a quick and effective transition in to the new year group.  The child will be invited to either attend such a meeting or their thoughts and opinions will be gathered and be shared within the discussions.

In the Autumn term with the child’s opinions gathered a transition review meeting will be held to discuss its impact and what next steps if any need to be taken into consideration.

 

                                              A child in Year 6 moving to a secondary school          

In:

November: Secondary SENDCos divide all their primary schools providers between the 2 Transition Assistants.

December:

Transition Assistants contact primary school heads to arrange initial visit and ask them to consider if there are any pupils with Special or Additional needs that might need an enhanced transition to secondary school.

January:

Initial visits to primary schools by Transition Assistants.

Names and numbers of pupils that need enhanced Transition are collected.

Arrangements about when and how the Transition Profiles are to be completed.

February:

Transition  Assistants and Secondary SENDCos discuss the pupils who will require enhanced transition and if appropriate re arrange which schools each Transition Assistant will be working with. Any alterations can then be discussed with the appropriate primary heads.

February and March:

Transition Profiles to be completed by and for all year 6 pupils, process supported by Transition Assistants as appropriate to each setting.

Completed Transition Profiles will then be held by the primary school until secondary places are allocated and known by families.

April to July:

Transition Assistants work in designated primary schools supporting and building relationships with pupils, primarily those that have been nominated by the head teachers / SENDCo as requiring enhanced transition.

During this time they can also prepare a pen portrait for the pupils who will require an enhanced transition; as well as for all pupils collect information re siblings at the secondary school they will be moving to and also around friendship groups  to inform tutor group arrangements etc.

Transtion Assistant provides an opportunity for parents / carers to talk about their child’s transition to secondary school.  This usually involves an individual meet and greet session after a school day.

June and July: Extra visits to the secondary schools arranged depending on the child’s needs as well as support Year 6 days in secondary schools.

September to December:

Transition Assistants work in secondary schools, following the pupils that they have been working with in the primary schools.