Purpose and core principles
This page gives guidance on supporting effective transitions and embedding preparation for adulthood throughout a child or young person’s journey.
Transitions are important stages when children and young people may need extra support. Good planning helps to:
- Provide consistent support
- Help children and young people feel safe, prepared and involved
- Maintain progress, wellbeing and participation
Preparation for adulthood is a long-term process. It starts in the early years and continues through post-16 education and into adult life.
Core principles
At every stage, transitions and preparation for adulthood should be:
- Person-centred: based on individual strengths, needs and aspirations
- Planned and timely: proactive and well organised
- Collaborative: involving children, young people, families and professionals
- Strengths-based: building on what the individual can do
- Outcomes-focused: supporting independence, wellbeing and participation
Preparing for adulthood outcomes
All support should help children and young people work towards greater independence, participation and future opportunities.
Independence
Support should help children and young people to:
- Develop self-care and everyday living skills
- Build confidence in managing daily tasks
- Make informed decisions and speak up about the support they need
Employment and meaningful activity
Support should help children and young people to:
- Raise aspirations and explore future opportunities
- Develop skills for work, such as communication, organisation and problem-solving
- Access education, training and employment pathways
Community participation
Support should help children and young people to:
- Build and maintain relationships and social networks
- Take part in community activities and access local services
- Develop a sense of belonging and inclusion
Early years to school
Early years to school (for example Reception or Year R)
Key focus
- Emotional security, routines and relationships
- Early communication, interaction and independence
Effective practice includes:
- Communicating between settings at an early stage
- Arranging visits to the new setting, either in person or virtually
- Sharing information about:
- Strengths, needs and successful strategies
- Information from the Quick Checkers and Ordinarily Available Inclusive Provision Strategy Banks, including observations, assessments and support strategies
- Using transition plans where needed
- Identifying a key adult or point of contact
Support children to:
- Use visual supports, such as routines and photographs of the setting and staff
- Become familiar with new expectations through play
- Manage separation and transitions gradually
Work with families by:
- Providing clear information and reassurance
- Involving parents and carers in planning and preparation
- Recognising and responding to concerns
Key stage transitions
For example, transitions between the Early Years Foundation Stage, Key Stage 1, Key Stage 2, Key Stage 3 and Key Stage 4.
Key focus
- Continuity of support and expectations
- Maintaining progress and engagement
- Emotional wellbeing and belonging
Effective practice includes:
- Structured handovers between staff
- Sharing:
- Strengths and barriers to learning
- Assess, Plan, Do, Review cycles and outcomes
- Strategies that work well
- Planning early, especially where needs are more complex
- Providing opportunities to become familiar with the new setting through visits and transition days
- Identifying key members of staff to provide support
Support learners to prepare for changes in:
- The environment
- Routines
- Expectations
Support should also:
- Use visual and practical resources
- Develop independence and organisational skills
Learners with additional needs support may include:
- Personalised transition plans
- Involvement from specialist services where appropriate
- Additional visits or phased transitions
Key Stage 4 to post-16
This is a significant transition that links directly to preparation for adulthood.
Key focus
- Aspirations, pathways and future planning
- Increasing independence
- Participation in education, training or employment
Effective practice includes:
- Planning from Year 9 onwards as part of Education, Health and Care Plan processes where appropriate
- Providing careers education, information, advice and guidance
- Engaging with post-16 providers
- Arranging taster sessions, visits and supported transitions
- Involving families in decision-making
Support young people to develop:
- Organisation and study skills
- Communication skills for adult settings
- Confidence and self-advocacy
Provide opportunities to experience:
- Work-related learning
- Real-life situations
Additional support may include:
- Travel training
- Supported internships
- Transition planning meetings with external agencies
Post-16 education to adulthood
Key focus
- Living as independently as possible
- Participating in employment, education and community life
- Maintaining health and wellbeing
Effective practice includes:
- Person-centred planning focused on adult outcomes
- Collaboration between education, health and social care services
- Planning transitions into:
- Employment
- Further or higher education
- Supported or independent living
- Reviewing support needs regularly
Support young people to develop independence in:
- Managing time and responsibilities
- making decisions
- Accessing services
Support should also help them develop skills for:
- Employment
- Relationships
- Community involvement
Key areas of support
- Employment pathways, including supported employment
- Independent living skills
- Access to community resources
- Health, wellbeing and positive relationships
Using the Assess, Plan, Do, Review cycle
Support transitions through the Assess, Plan, Do, Review cycle:
- Assess: identify strengths, needs and any barriers that may affect the transition
- Plan: agree person-centred goals, actions and support arrangements
- Do: put the agreed support in place, such as visits, adjustments and preparation activities
- Review: evaluate how well the transition has worked and make changes where needed
Roles and responsibilities
Effective transitions rely on collaboration between children and young people, families and professionals.
- Settings and providers: plan and deliver transition support
- SENCo and SEND leads – coordinate transition planning and monitor progress and outcomes
- Practitioners – prepare children and young people for change and provide support before, during and after transitions
- Families – share knowledge about the child or young person and support planning and preparation
- Children and young people – contribute to planning and decision-making and share their views, wishes and aspirations
- External professionals – provide specialist advice and support where needed
Key messages
- Transition is a process, not a single event
- Planning should start early and continue throughout the transition
- Preparation for adulthood should be embedded from birth to age 25
- Support should promote:
- Independence
- Employment and meaningful activity
- Community participation
Successful transitions are built on strong relationships, effective communication and a consistent approach.
Further information
You can find more information about transitions and preparation for adulthood on the Somerset Local Offer:
- Planning to start school and Moving onto the next stage of learning provide guidance to support children and young people through educational transitions.
- Preparing for the future provides information about transition planning and key considerations from Year 9 to age 25
- Preparing for adult life provides information and resources on independence, employment, community participation, health and wellbeing, and future planning.