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)
Induction of Newcomers (pupil centred aspect of transition)
Children with medical needs that have been off school
Transition within year groups - Curriculum continuity
Adults in school
Transition within year groups - Following up individual learning goals
Transition from other Nurseries to our Reception class - Early years’ transition protocol
Transition to another school
Transition to secondary school
B4L/LST/SENDco/CPO groups /Educational Psychologist/ key groups with more vulnerable children re: transition to secondary school
Transition from mainstream to a special school
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.