How do we support children with SEND through transitions?
At school, we carefully plan the transitions for all children. Additional support is given to children with SEND so the child’s physical, sensory and emotional needs are met and they settle quickly into their new environments and form positive relationships with all staff.
Before the child starts at our school:
- staff may visit the child’s existing school or the child’s home to discuss and observe the child’s needs and provision.
- the child will attend transition days. These are staggered at times of the day to meet the needs of your child, with additional visits arranged at different times of the school day (during class time or after school) and in different environments (playground, library, ICT suite and dinner hall).
- the SENCo and class teacher will meet with the parent to discuss the child’s needs and the provision school can offer.
- the SENCo will liaise with specialist agency and medical professionals to ensure the school’s provision meets the child’s individual need, where needed.
- when required, the SENCo or Safeguarding Lead will carry out an environment/sensory audit and risk assessment to enable school to make ‘reasonable adjustments’ to the curriculum or environment.
- when needed, the SENCo or Safeguarding Lead will carry out a risk assessment to ensure school is safeguarding the child and other children to their best endeavours.
When your child is moving to secondary school:
- The SENCo of the new school will arrange additional visits with the parent so the child can visit their new environment and meet members of staff.
- The SENCo may invite the parent and child into school to discuss ther child’s needs and the provision the school can offer.
- The SENCO and class teacher will contact key personnel at the child’s new school and invite them into school to discuss the child’s individual needs and provision.
- The SENCo will share key SEND documentation about the child with the new school.
- If the child has an Education, Health and Care Plan, in Year 5, during the child’s EHC review meeting, the parent will name the secondary setting they wish their child to attend.
When your child is moving into the next key stage or class:
- The SENCo will discuss a child’s needs and best provision with the new teacher. In addition, the new teacher will receive relevant SEND paperwork to support a child.
- The SENCo will create and provide a transition booklet for a child. This is sent home with the child at the end of the year for the parents to share with the child over the summer holidays.
- If necessary, additional opportunities will be planned throughout the school day for a child to visit any new environments and members of staff.
- To ensure a safe and effective transition for a child, it may be necessary for school to implement a ‘graduated timetable’ for a child. This will mean that a child will attend school part-time to start with, with the time gradually increased as and when school can ensure, to our best ability, the child’s and others safety and wellbeing.
When your child with an EHCP is moving to an alternative provision:
- If requested, the SENCo will support parents with making the arrangements to visit alternative provision.
- If requested, the SENCo will support parents on visits to the alternative provision.
- The SENCo will arrange an early EHCP review meeting to request a change of school placement. At this meeting the parents will have to name the new school they want their child to attend.
- The SENCO will contact key personnel at the child’s new school and invite them into school to discuss the child’s individual needs and provision.
- The SENCo will share the child’s’ SEND documentation with the new school.
- The new school will arrange additional visits with the parent so their child can visit their new environment and meet members of staff.