SEND Information Report 11: Transitions

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11. HOW WE SUPPORT CHILDREN JOINING OUR SCHOOL AND LEAVING OUR SCHOOL – AND MAKING TRANSITIONS ?

When a child comes in to our Nursery or Reception class, a member of staff will make a home visit and where relevant, collect information and records from previous Nursery provision.
We always encourage parents to visit our Nursery or Reception classes. We plan carefully to help children to feel safe and settle in. We have “Settling in” days, “Lunch-time visits” and “Playground visits”.We create a Passport* to help the child get to know teachers and support staff and become familiar with the building.When a child moves up to the next class, we organise “hand-over” meetings where teachers and support staff make sure that the new teacher and learning support assistant (LSA) have a clear understanding of the needs of all children.

We also provide an opportunity for parents and their children with SEND to meet the new teacher and TA before the start of the school year.

Parents and children will be able to visit the new classroom and get to know the new adults who will be teaching and supporting them

When a child comes to our school in the middle of a term, we plan a range of support – depending on the particular needs of each child. Children will be given the opportunity to meet their teacher, classmates and get to know this building (usually for invited for three afternoons initially) before joining full time. Often “buddies” are chosen to help her/him settle in to the new class and provide help to find their way around the school.

Some pupils with SEND or additional needs, will need a more personalised transition plan* to support the move between schools or classes. This uses information from teachers, parents/carers and other professionals working with the child. For children joining the school, we contact the previous school for a discussion with the class Teacher, SENDCO and/or Head Teacher and if needed will arrange a  TAF (team around the family) meeting to support the sharing of information between schools and other agencies (such as speech and language therapists or medical information). The transition plan* will address your child’s individual needs and adjustments can made to the school’s usual transition procedure, for example extending the number of visits before joining full time, taking photos of staff and the building to create a transition book, ensuring that strategies and resources that were working well in a previous school are handed over to the new school.

Carlton Primary School Transition Procedures

Induction and admission procedure (administrative aspect of transition)

Integris system/ transference of CCT files etc. All files should be received within 14 days.
Communication with previous school and services involved if child is on CP/SEND/AEN
Initial interview to be administered by the Head and then appointment with DH/ SENCO on a set date within the first 3 weeks/ redrafting of admission form/ Home School agreement as per admission Policy/ Welcome Booklet given by Headteacher for child to take away and return when starts

Induction of Newcomers (pupil centred aspect of transition)

Buddying system (School Council Rep) Head teacher provides child with induction booklet before starting (created by school council)
Wednesday– induction organised by A Head. (School council) Roles by EMA Leader of Learning
Child starts 3 afternoons initially.
Briefing on the buddies’ roles by HT/SC link (Importance of giving status to the role/ certificates in achievement assembly)
Asst Head/Attendance Officer/Class Teachers
‘my new school’ book completed by children taken at home. Head teacher provides child with induction booklet before starting (created by school council)
EMA add induction. Mary Larner (PPO) to inform Shayne Davids (AH).
Access to rainbow room if it is found hard for them to socialise
Social stories with pictures for children with communication difficulties or ASD SLCN to cope with the organisational and social aspects of the new school – Deputy Head/ SENDCo’s/Inclusion Team.
Class teachers complete baseline assessment completed and recorded on trackers following 3 week settling in period.
Ahead to monitor and ensure CT complete accurate/appropriate baseline assessments.

Children with medical needs that have been off school

Liaison and termly meetings with medical staff involved, home parents.
Creation of care plan and risk assessments (before arrival) conducted in order for children to attend full time. SENDco’s
Reasonable adjustments- alternative timetable for the child according to needs
Raising awareness within school (parents and children) through assembly and letters of possible needs or dangers for the child – class circle time

Transition within year groups - Curriculum continuity

Adults in school

Tracking system and investigation of needs in terms of all aspects
Termly progress review/half termly standards meetings with CTs and a member of the Senior Leadership Team.
Yearly progress review meetings with CTs and management team and prioritisation of needs in relation to services for next year (see attached sheet)
End-of-year handover information and files to new Class Teacher
PPM Inset September at start of each year with SLT to ensure CT immediately implements Transition and Learning Policy

Parents/Carers

‘Meet the teacher’ open evening on the 3rd week of the academic year for parents/Carers
Basic skills and curriculum breakdown home.
Structured conversations in term 1 for all vulnerable pupils.
Induction to inclusive services for parents/Carers via coffee morning –Early years FSW/DH/Early Years.

Children

Termly- review meetings with 6 children of each year group with a member of the leadership team discussing their perceptions about learning as part of SRSE cycle.
Children on trackers within 3 weeks. (Teacher Baseline Assess). Class Teachers take responsibility to update tracker and tell Mary Larner the office manager.
School council’s input on learning.
Yearly PASS survey data used for target setting and SDP. Detailed sociograms completed to support class dynamics. Inclusion team plan interventions and support based on findings – parents MUST be informed of all support and concerning findings

Transition within year groups - Following up individual learning goals

Statutory assessment of a child’s SEN and of making and maintaining an Education, Health and Care Plan (EHCP) for children with severe and complex needs;
Annual reviews of statements/EHCPs and planning for children with SEND to make the transition to year groups and/or secondary education.
Inclusion handover meetings at Secondary School in May/June each year.
Behaviour support plans/Positive Handling Plans for pupils to be communicated across year groups and risk assessments completed when appropriate level of concern – managed by SENDCo and Assistant Heads.
Use of social stories/power cards/TEACCH approaches for within school transitions-change of teacher or TA etc. during the year (especially for children who work one-to-one with adults)

Transition from other Nurseries to our Reception class - Early years’ transition protocol

Head/EarlyYears FSW/SENDco communication with nursery and EYFS Leader of Learning. On receipt of application forms/allocations EYFSW communicates with HT/EYFS LofL.
Visit to nursery by DH and observation if there is a statement of DH/SENCO
Planning in advance for resources, training for staff and allocation of TA – SENDco’s lead
Communication with parents/ carers, walk around induction on Monday and Wednesday
Introductory visit of child to our school with previous Key worker Mondays and Wednesdays mornings
Transference of record files/Care Plan/SEN/assessment profile to Mary Larner
Parent to accompany child on their first day for smooth transition and personal communication with new TA for 1hour on a Monday and Wednesday between 2 and 3pm
Key worker/Class teachers complete baseline assessment/profile completed and recorded on trackers and set up portfolio within following 3 week settling in period.

Transition to another school

Record files are sent to school by admin – paper files from SENDco/CPO/CT/welfare files within 14 days
Integris data transferred
Notification for e-CAFs if applicable and other services involvement
Arrangements for children with SEN to pay more than one visits in advance/specific plan if necessary
Follow-up on the phone with DH/SENDco and new school

Transition to secondary school

B4L/LST/SENDco/CPO groups /Educational Psychologist/ key groups with more vulnerable children re: transition to secondary school

Visits to school in advance with parents and key adult
Arrangements for children with SEN to pay more than one visit – all secondary feeder schools.
Camden secondary school yearly meetings for transition in June
Transfer form completed on all children by class teachers (see examples)
Haverstock project with Y9 pupils including creation of video for our current Y6 children that are going in September – looking Back Look Forward Project
Notification for e-CAFs if applicable and other services’ involvement

Transition from mainstream to a special school

DH/SENDCO involvement

Communication of IM/SENDCo with Head or support teacher at the new school
4 visits to the special school, where child is included in the lesson and other routines over the course of a month (Triggered by specific school)
DH/SENDco creating a ‘passport’ profile for the child with the equivalent staff in the new school so that appropriate support is allocated according to statement of SEN
Portfolios taken to new schools
Current TA working with child is involved in visits
Picture book created for the child explaining facilities and routines in the new placement creating enthusiasm and confidence
‘Goodbye book’, parties for the child and video where possible.


FREQUENTLY ASKED QUESTIONS – TRANSITIONS
What happens when my child – who has a statement/Education Health Care plan - moves on to secondary school?
Usually this process begins in Year 5. The annual review will be held before the end of the Spring term. Following this, you will be sent a letter giving information about Secondary School open days over the summer term. You will be asked to submit your preferences for your child’s secondary school before that date for other child. As the deadline is usually at the start of the September that your child is in year 6, it is important that you consider secondary school choices in the Summer term of Year 5.

We invite parents and the Secondary School SENDCO to take part in the Annual Review of the Education Health and Care plan in Year 6 to help co-produce a plan for a smooth transition.

We then provide extra escorted and supported visits to the secondary school: these involve a tour of the school and a meeting with their tutor, SENCO or key adult. We then discuss with the secondary SENCO any extra support for each child depending on her or his needs.

This often involves a “buddy” arrangement whereby a Year 8 child makes friends with the new pupil and helps her/him through the first term.

Who do I talk to about my child moving between Reception and Year 1 and between Key Stage 1 and Key Stage 2?

It depends on your child’s needs. The starting point would be your child’s current Class Teacher. You might then want to talk to the SENDCO or the senior manager for Inclusion.
What might change about my child’s support when he moves to secondary school?

Our SENDCO will make sure that the secondary school is fully aware of his needs and explains what was most effective and successful for him in the primary phases of education. The secondary school will then plan a programme of support suitable for the secondary curriculum.
How do I find out about who the new point of contact will be in the new school?

You should request a meeting with the school’s SENDCO as soon as possible after your child starts secondary school. At the transition meeting we always ensure you have a named person to talk to before the move. The SENDCO holds all the records on children with SEND new to the school and she/he will let you know who the Key Worker* will be for your child.
For children with complex needs we hold a Team Around the Family Meeting (TAF) if they do not have a current statement or Education, Health and Care Plan.

 

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Carlton Primary School
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