Overview
Moving from an early years place to a school is called a transition. This can be harder for children with additional needs such as SEND, or Children Looked After. It can also be worrying for parents. Especially if it is the first child in the family starting school, or if there are problems with getting a school place.
Schools welcoming new children understand this and offer support in the summer term.
Support for starting school
Planning starts early. Once a child has a school place confirmed (mainly through the school applications process or, in a few instances, the school being named on an Education Health and Care plan), schools begin to prepare.
All children are expected to be supported by:
- Sharing information – this may be a one-page profile or a pre-school transfer report
- Visiting the Reception class
- Reception teacher talking to or visiting the early years setting
- Meetings for parents at school to learn what to expect
School-led transition meetings
Children who have SEN Support may need more help. This can include:
- Sharing more detailed information – this may be a setting transition form
- School-led transition meeting with school SENCO, early years setting and parent carers
The transition meeting will discuss the strengths and needs of the child. Multi-professional reports will be shared where available. The early years setting will also share the funding band received, if applicable, with an outline of the support strategies they have been putting in place. The transition meeting might suggest:
- Additional visits for the child
- Photos of named adults in reception class
- Photos of the new environment
- Additional meetings for parents
- Reasonable adjustments needed
School-led school entry planning meetings
Some children with high needs will need an enhanced transition. This will be supported by the school SENCO and may include other professionals, for example, a Portage worker or Learning Mentor from the Early Identification Phase of the Virtual School.
The School Entry Planning (SEP) Meeting, organised by the school SENCO, should include the child’s, family, early years setting and supporting professionals’ voices. Like a school-led transition meeting; it will cover the strengths and needs of the child, and who is involved supporting the child so far. Professionals who know the child can make suggestions about how the school may consider supporting the transition.
It is important for the family to update the list of professionals that are involved with the child. This makes sure the school can be on their distribution list, if this involvement continues into school.
Early years settings have an important role capturing the child’s voice if they are not able to represent themselves. They also will organise visits for the school to the early years setting.
A School Entry Plan Review will be held after the transition. This is to make sure that outcomes discussed at the SEP meeting in the Summer Term have been met. Or what steps need to be taken to support the child further.
School can contact the Inclusion Advice Line if they are concerned about a child’s transition into reception.
Parents can contact the Customer Service Team.