‘Teachers make sure that disadvantaged pupils and those with special
educational needs and/or disabilities (SEND) have the knowledge they need to
succeed. This is because the adults who work with them provide effective
support to help them take a full part in lessons.’ Ofsted 2019.

What is transition?

Transition is the change a child encounters moving from one familiar setting (including home) to another. Some children by the time they have reached school age may have experienced several transitions which will have helped them to adapt their thoughts, feelings, and behaviour to meet new expectations.

These transitions may have included:

• Transition between rooms in a Nursery.
• Transition from one provider to another during the week.
• Transition from a childcare provider to a school.

Some children may not have experienced several transitions so may find transition from home to school more difficult.

When children are starting in Reception it is the responsibility of the previous early years setting to inform the school about the child’s needs and to arrange a transition meeting so the Special Needs Coordinators (SEND Co.) at both settings can share information. This will reassure parents that plans are in place to support their child’s needs when they start school. If a child has an Educational Health Care Plan (EHCP) then the Local Authority will liaise with the school to check the school can meet the child’s needs.

What is induction?

Induction is the policies and procedures to ensure children and their families receive a smooth transition into our school and nursery settings.

Our key principles for good practice in supporting successful transitions are to:

• Recognise that all children are unique and can be vulnerable at times of change, particularly those with SEND. Planning for these children will need additional and flexible support. Preparing the child for change and planning and preparing appropriately is required to secure a positive transition.
• Prepare the environment because children cope better when conditions, are similar, communication needs are in place and change takes place gradually over time. The emotions that come with change can be managed successfully if we have gathered the correct information from parents and the team around the child.
• Understand that children learn and develop in different ways and different rates. It is important to ensure continuity in the child’s experiences and for their care and learning. Professional regard for information passed from a child’s previous setting such as assessments and reports from other professionals.
• Involve parents and carers in the transition process to develop a shared understanding and an equal partnership as the child’s first and foremost educators. Parents and carers are keen for their child to be happy and successful at school and want to know that the school will:
  • Keep their child safe.
  • Value the learning from home.
  • Value their child’s cultural heritage.
  • Respond to their child’s needs or disability appropriately.
  • Get to know their unique child.

We believe involving parents fully in the transition and induction process reduces anxiety for them and consequently this has a positive impact on their child.

A child’s transition from home school or nursery can be an anxious time, particularly if a child has Special Educational Needs and/or a Disability. Periods of change can be made less daunting if parents’ and carers’ views are respected and they feel that they have made a suitable contribution to what will happen when their child moves to a new setting or school.

During a child’s time in our federation the Special Educational Need Coordinator (SEND Co) and the child’s key person in Early Years or a teacher in school will plan regular meetings with parents or carers to discuss a child’s needs and/or to facilitate any necessary liaison with other professionals.

In preparation for a transition a meeting for parents will be arranged with the SEND Co and where appropriate, other professionals who may be supporting a child.

If a child is going through an Educational Care Needs Assessment (ECNA). The transition meeting will be a partnership between parents/carers and either the current setting or new setting or school.

Outside agency reports and records such as completed and current Individual Provision Maps (IPM’s) or Educational Health Care Plans (EHCP) are an important addition to the child’s transfer record and will be passed to the school or new setting when a child moves. Meetings will also take place to share information and plan for possible additional transition visits for the child.

Medical and care needs (Individual Health Care Plan) and any relevant adjustments that may be required will also be discussed at the transition meeting.

This preparation arrangements are planned during the transition meeting at the child’s previous setting if starting nursery or school, or with the receiving setting or school. Any additional support such as a new resources or training for staff or a tailored admission plan to ensure a smooth transition.

Once the additional arrangements have been made our SEND children and their families will follow our usual induction programme.

• The children and their families will all receive a home visit initially with either Nursery or Reception staff. Establishing home school links is important to promote positive learning and allows the first meeting to take place in a child’s own familiar environment.
• Nursery children will spend some sessions visiting nursery joined by their parents prior to attending for their allocated sessions.
• Reception children will spend several sessions with their new teacher in the classroom, joined by their parents on the first morning for a short time.
• Once the Reception children are settled parents will be welcomed by the Headteacher and attend an induction meeting.
• In September, children attend for half days and one full day in small groups. This allows teachers time to observe and interact with children and get to know them in a small group situation. Children also stay for lunch.
• Parents are invited into school each term to discuss their child’s progress and any additional needs.
• The SEND Co regularly communicates with parents, through meetings, newsletters, workshops, and coffee mornings. 

In Early Years and Key Stage One

A transition programme is in place for children when they move classes each year.

• Teachers and the key adults which may include parents will meet to discuss the child’s learning, emotional well-being, and any other SEND information.
• Children will visit their classroom; some children may make extra visits if it is thought necessary.
• The teacher will begin to build relationships and get to know the children when they are on the playground and around school.
• Friendships are considered if classes need to be reorganised.
• Books and assessment information is passed onto the next class.
• For any children on the SEND register, a chronology sheet with all communication with other agencies recorded is shared, along with Individual Provision Maps (IPMs).
• Parents are invited to a termly meeting to discuss their child’s needs and progress.

Transition to Key Stage 2 (Junior or Primary school)

Please go to the Parents Handbook on this website to read more information about transition to Wrockwardine Wood Church of England Junior school.

In year transfers 

Once a school place has been allocated by Telford and Wrekin admissions team or the SEND team. It is the responsibility of the previous school/nursery to inform us of a child’s needs via a ‘Pupil Passport’. For transfers out we will complete a pupil passport. Contact will be made with the previous or new school to ensure all the necessary information has been shared or gathered to ensure a smooth transition for a child.