Transition is a time of change, and for children and young people with ALN, transition requires careful planning. Your child or young person should be at the centre of this process, parents and carers should also be involved at all stages in the process.
What is transition?
Transition is moving from one stage or phase of education to another. Sometimes this might include moving school or setting.
Parents can ask for advice from supporting professionals for children moving from one stage to another, including from:
Below is a table of the different ‘School Stages’ children and young people progress through:
|Educational Stage||Child’s Age||School or setting type|
|Early Years (EY)||0 – 3 years||Pre school or nursery optional|
|Foundation Phase (FP)||3 – 7 years||Infant, Preparatory, or Primary|
|Key Stage 2 (KS2)||7 – 11 years||Primary|
|Key Stage 3 (KS3)||11 – 14 years||Secondary|
|Key Stage 4 (KS4)||14 – 16 years||Secondary – GCSE years|
|Key Stage 5||16 – 19 years||Sixth Form, Secondary, Further Educational College, Work based placement|
The purpose of this guidance is to develop equitable transition arrangements for all pre-school pupils across Pembrokeshire where emerging needs have been identified. This replaces our existing support arrangements and guidance which has focused specifically on Flying Start Children.
'Smooth transitions are important for all children and young people in terms of their wellbeing and their educational and social outcomes. There is a link between poor transitions and less successful outcomes, for example, less successful transitions from home to school may lead to subsequent poor attendance and disengagement; and less successful transitions between primary and secondary school are associated with lowered self-esteem and decline in academic progress, combined with increased anxiety and depression.'
Our Early Years transition guidance in Pembrokeshire reflects the ethos that emotional well-being is imperative in order for any learning to be able take place. The main aim of managing transitions effectively is to ensure that all pre-school children and their families will experience practical and emotional support through all transition stages to:
Good transition practice emphasises the importance of transitions being managed and planned carefully with a consideration of children’s rights and respecting parents as partners in supporting
children’s learning and transitions. Successful transitions are dependent on a commitment from all staff involved in the transition process to develop effective communication systems and information sharing protocols.
Research suggests that, like adults, children often find transition and change stressful, which can have a significant impact upon their emotional well-being and ability to engage positively in learning and social interaction (O’Connor, 2006; Drake, 2006; Welsh Government, 2008). Some children entering a child care setting may be overwhelmed by the size of the building, unfamiliar routines and bigger groups of children and adults than they are used to experiencing. In addition, it may be their first experience of a prolonged separation from their parent. Children should be seen as active participants in the transitions process. Staff should take time to listen to children and ask them about their concerns.
In this policy, ‘TRANSITION’ describes the movement that takes place from one familiar setting (including the home) to another. It is defined as the process where policy and practice has been
adapted to support children in settling in to their new learning environment in preparation for future learning and development.
Transition for Children with additional learning needs
For families with children who have additional learning needs, particular consideration needs to be given to how transitions are managed for the child and family. The local authority stresses the
importance of ensuring all children with additional needs, including Looked After Children (LAC) are identified and supported through all transitions to ensure effective tracking. Early identification ensures the setting can plan effectively to meet the unique needs of the child and to prepare a plan for transitions. Any documentation from the child’s health visitor should be passed on as early as possible, through discussion with the Flying Start or Early Years Advisory Teacher / Early Years ALN Lead Officer, who will arrange a multiagency meeting with all relevant professionals, which includes parents/carers and adopts a person centred approach.
When transitioning into school, the Flying Start or Early Years Advisory Teacher / Early Years ALN Lead Officer will identify children with additional or emerging needs by completing appropriate
Transition from Pre School Setting to Primary School
The move to ‘big school’ is an exciting and important time for children and their parents. Families often see it as marking a significant milestone where children embark on a new phase of
The first days and months in primary school present so many new experiences and challenges, and children often respond with an accelerated spurt of development, thriving on the challenge and adapting well. This kind of response depends on the resilience of the individual child as well as on factors such as the network of friends and supporters that children can draw on. Research shows that how well children adjust to the challenges of the new environment can have a significant and lasting impact on their learning in school.
To ensure parents, children and practitioners have adequate information relating to transition and children begin their new setting enthusiastically and ready for learning the following minimum
requirements must be met.
In addition to the above requirements we also advise that settings organise additional activities and visits with their link schools which support the emotional wellbeing of the children in their care. These could include:
Our aim is to provide effective and equitable support to all children and their families.
Monitoring and review
It is the duty of the Flying Start or Early Years Advisory Teacher / Early Years ALN Lead Officer to lead the transition process in the child’s new setting. Ensuring they gather comprehensive information from their key workers to share with the link school. Transition procedures will be monitored by the Flying Start Advisory Teacher / Early Years ALN Lead Officer and processes will be reviewed and evaluated in accordance with this policy. This policy will be reviewed every two years, or earlier if considered necessary
Leaving school and moving on to adult life can be a worrying time for all young people and their families. For pupils have ALN a planning system and a transition protocol is available to help make that transition as smooth as possible.
The following points should be considered for young people as part of Transition Planning:
The Young Person:
Post School Opportunities for Young people with ALN
A successful transition planning process will help give a clear understanding of what opportunities are available for young people post school. Young people can leave school legally at the end of June in the school year when they reach the age of 16.
From here, they can usually make their own decisions about what they want to do. Some will, however, need support with making plans.
The main Post 16 options are: