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How are learners supported when moving between phases of education?

Transition from Early Years to Key Stage 1

End of year assessments and transition meetings are used to identify the children who are working below or well below age related expectations including those with SEND at the end of the EYFS.  The children complete many practical activities, including role play and speaking and listening, and have access to the continuous provision to support their learning.

Annual Transition

Annual transition meetings take place before the start of every year and are attended by the previous class teacher, the new class teacher and, if appropriate for the cohort of children transitioning, the SENDCo or a member of the Senior Leadership Team. At the meeting all documentation for learners with SEND including learner profiles, external agency reports, Early Help review forms, behaviour logs and assessment data are discussed and handed over. Professional discussions regarding individual children with specific learning needs, medical conditions and behavioural difficulties take place, this includes any triggers inside or outside of the classroom pertinent to individual needs, successful strategies for overcoming the barriers to learning and an overview of how each child is progressing in school with the support in place. Existing external agency support that is taking place is shared and future plans for referrals to external agencies for assessment and support are discussed following a review of learner outcomes. All learners then attend a transition morning with their new teacher in their new classroom.

Transition from Key Stage 2 to Secondary School

Staff from the secondary schools which our learners are transferring to meet with class teachers to discuss the specific needs of all learners including those with SEND. This ensures that all staff from the secondary phase are aware of the needs of our pupils and can make adequate arrangements in readiness for the transition of our pupils. Extra transition days are arranged where appropriate for children with specific SEND and they will be accompanied by a member of staff whom they are familiar with to make the transition process easier.