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Page 242+ Support children and young people during transitions
AC 1.4
For all children and young people, transitions are likely to be a time of stress and anxiety. For children and young people to be able to manage transitions well, they need to feel secure in themselves, in their home, and the wider environment. However, for those who are at risk of exclusion or underachievement, these additional stresses may affect them more deeply as they will be more vulnerable and suseptible to risk. Research shows that the prevelance of strong mental health and resilience will give individuals a greater chance of coping with anxieties surrounding periods of transition.
Statistically, pupils who are on free school meals are four times more likely to be excluded than those who are not (source: Permanent and Fixed Period Exclusions in England: 2014 to 2015) DFE July 2016). In other words, this means pupils who come from families on lower incomes or whose parents are on benefits may be more affected by transitions than their peers. Pupils who are in care or have special educational needs and disabilities are also more vulnerable to exclusion and underachievement.
AC1.5
Although transitions can be challenging for all pupils, you should be aware that those who have special educational needs and disabilities may need additional support from adults before, during and after the process. Although this will not always be the case, and will depend on their level of independence, when transitions occur it is important that adults who work with them and know them best are able to discuss whether these pupils will need additional support.
As with all children and youn people, planned transitions such as changing class, moving schools, moving house or changing from school to college will clearly be easier to manage due to the opportunity to plan ahead.
The SEND Code of Practice (2014) (section 6.57) states that
'Transition
6.57 SEN support should include planning and preparation for the transitions between phases of education and preparation for adult life (see Chapter 8, Preparing for adulthood from the earliest years). To support transition, the school should share information with the school, college or other setting the child or young person is moving to. Schools should agree with parents and pupils the information to be shared as part of this planning process. Where a pupil is remaining at the school for post-16 provision, this planning and preparation should include consideration of how to provide a high quality study programme, as set out in paragraph 8.32
This criteria then goes on to explain how settings
prepare for the physical environment and how pupils with sensory or physical disabilities should, if possible visit the new setting to discuss thier needs with the school.
Preparing for the social and emotional effects of transition explores how pupils are likely to need considerable support due to anxieties.
Concerns might include who pupils can talk to in order for them to receive emotional support.
Clarity of information so that pupils know what is to happen.
Providing reassurance and support.
If previous and new teachers, other professionals and parents have the opportunity to meet and the pupil is able to discuss their needs.
Sharing strategies for day-to-day learning and background information.
In cases of transitions that are sudden or unexpected, pupils who have SEND will be particularly vulnerable, especially those who have social and emotional needs. This is because they are likely to already have issues around the areas of feeling secure and settled, and find unexpected change very challenging. They may react in ways that are unpredictable and this will in turn affect their behaviour.
Page 133-138 of The SEND Code of practice looks at coping with the transition to adult health services and social care if this is relevant to your work setting?
Hope this helps, all the best
Help!!! With transitions please?????
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