Transition

Guidance to support a successful transition.

The way in which transitions are managed is central to development and emotional wellbeing.

Principles for good transitions

A child or young person will experience many transitions during their education journey. These changes may take place on a daily basis between their home and setting or between class and break. Other transitions occur less frequently such as a change in school or year group. The way in which transitions are managed is central to the child or young person’s development and emotional wellbeing. This will have a significant impact on the child’s or young person’s capacity to cope with change in the short and long term.

1. Early years transition

Smooth transitions within the early years’ foundation stage depend on all professionals' commitment to developing positive communication links. A shared approach between all those professionals involved is important to promote continuity for all children experiencing transitions between settings.

Twelve months preceding transfer to school 

Transition planning is a continuous and evolving process and can be adapted to meet the needs of the individual child. Many activities such as joint meetings between settings, childminders and school staff can be ongoing throughout the year.

Autumn 1: September/October (prior to starting school) 

  • Allow for a settling-in period in the setting. 
  • Review the transition process for children who have just started.

Autumn 2: November/December 

  • Continue to establish close links with main feeder setting/school. 
  • Talk to parents about the school admissions process. 

Spring 1: January 

  • Check that parents/carers have completed the school admission form.

Spring 2: March/April 

  • Schools and settings to start arranging transition plan meetings for children with additional needs.

Summer 1 and 2: May-July 

  • School staff to visit early years settings. 
  • Complete the early year's paperwork in the transition pack; share this with parents. Induction visits to school with parents/carers and/or with setting staff. 
  • Early years summary/transfer form sent to school. 
  • Add extra transition visits for late notice families

Autumn 1: September/October (starting school) 

  • Allow timely settling-in period and evaluation process.

All guidance taken from the early years foundation stage transition pack.

2. Transition between primary and secondary school

The following guidance should be used by settings to ensure effective support and coordinated planning, to assist in the successful transition of pupils between primary and secondary school. 

Primary settings 

As a school, consider the provision for vulnerable learners at a universal, targeted, and individual level. The educational psychology service’s good practice guidance ‘promoting wellbeing in schools’ may be a useful tool to support reflection and planning. 

Start of year five:

  1. Staff in the primary school, who know the pupils well, should use the year 5/6 screening tool for transition (section 3) to identify pupils who may need extra support during the transition to secondary school (an ‘enhanced transition’).
  2. For each pupil identified, plan and implement strategies to teach the skills the pupil will need for a positive transition. Try using the transition: thinking ahead form (section 5). This identifies strengths and areas to develop to implement strategies early on. 

Supporting documents may assist: 

  • Top tips for the transition of vulnerable learners (appendix b) 
    • Helpful transition documents for vulnerable learners (appendix a).

Term 2 of year 6:

  1. Review the children identified in the year 5/6 screening tool and update accordingly.
  2. Primary transition lead to contact secondary transition lead
  3. Begin collating information on identified pupils to share with the secondary school. Try using the information on pupils needing an enhanced transition form (section 7). 

Term 4 of year 6:

  1. Finish collating information on identified pupils using the information on pupils needing an enhanced transition form (section 7). 

Send forms to secondary schools once school places are known.

Term 5 of year 6:

  1. For each vulnerable learner, meet with secondary staff and parents, as soon as possible, to agree a joint action plan for transition. Try using:
    1. The enhanced transition action plan (section 7) document. 
    2. Supporting documents may assist in action planning:
      1. Top tips for the transition of vulnerable learners (appendix b) 
      2. Helpful transition documents for vulnerable learners (appendix a)
      3. Special educational needs support in Oxfordshire schools and settings: Early years and primary and Secondary schools.

Term 1 of year 7:

8. Build in time to reflect on the transition process between primary and secondary schools and plan adjustments for the following year

3. Secondary settings 

As a school, consider the provision for vulnerable learners at a universal, targeted and individual level. The educational psychology service's good practice guidance promoting well-being in schools may be a valuable tool to support reflection and planning. 

Term 1-2 of year 6:

  1. As early as possible, secondary transition lead to start making links with primary schools, e.g. visits to school/inviting primary schools to attend events at the secondary school etc.

Term 5 of year 6:

  1. Once the information on pupils needing an enhanced transition form (section 7) has been received and discussed, begin bespoke transition plans. 
    1. Plan meetings with primary staff and parents to agree a joint action plan for each vulnerable learner. 
    2. Supporting documents may assist in action planning:
      1. Top tips for the transition of vulnerable learners (appendix b) 
      2. Helpful transition documents for vulnerable learners (appendix a)
      3. Special educational needs support in Oxfordshire schools and settings: Early years and primary and Secondary schools.

Term 1 of year 7:

  1. Continue bespoke transition plans; monitor, adjust and review enhanced transition action plan document (section 7) as required. 

Monitor individual learners and review support regularly, e.g. every 3-6 weeks.

  1. Build in time to reflect on the transition process between primary and secondary schools and plan adjustments for the following year.

All guidance is taken from guidance for a successful primary to secondary transition.

Transition support documents 

The transition support documents aim to provide guidance and tools to promote a successful primary to secondary transition for all learners in Oxfordshire, including vulnerable learners who may need an enhanced transition.