Supporting key transitions where children are moving to the next phase of or leaving education
We know when children and young people move onto the next phase of their education or come to the end of their time in school that these transitions are particularly significant for all involved. Add on the impact of COVID over the past 18 months and we know that this year’s transition has the potential to be even more challenging but with careful planning and support we can all work together to achieve a positive experience for everyone.
We also know that there is a great deal of information and this can seem overwhelming so our teams have identified their key ‘go to’ documents to support everyone involved to find an easy starting point which can lead to further information for you to explore.
The Safeguarding One Minute Guide - Transfer of Child Protection Safeguarding Files shares key messages about information sharing in relation to safeguarding. The key message is that schools and settings should consider if it would be appropriate to share any information in advance of a child leaving to ensure that the support is in place when the child or young person arrives.
Summary of relevant literature and research regarding transition back to school - These documents summarise the vast amount of literature available on returning to school during COVID 19 and highlights the key themes and messages to schools from the research.
Transition booklets for children and young people - There are 4 booklets that have been specifically designed for children, young people and their families to help understand key aspects of each of the transitions.
The early years booklet has been translated into 9 languages by our English as an additional language team.
Starting in Reception
Starting in Reception
Transitions in Early Years Good Practice Guidance - The aim of this document is to provide good practice guidance for schools and settings across Devon to support effective transition arrangements in the Early Years. This includes guidance at a universal level as well as providing specific guidance in relation to vulnerable groups and those at greater risk of poorer outcomes over transition, for example, Children in Care (CiC) and those with Special Educational Needs and Disabilities (SEND).
Devon’s Learning Journey Transition Document - This is a suggested format for sharing information about a child’s strengths and areas of development at the point of transition to Reception in relation to the EYFS.
Starting at Secondary School
Starting at Secondary School
Transition from Primary to Secondary school Good Practice Guide - The aim of this document is to provide a good practice framework for schools and settings across Devon to support effective transition arrangements in Primary and Secondary Education. This includes guidance at a universal level as well as providing guidance specifically in relation to vulnerable groups and those at greater risk of poorer outcomes over transition, for example, Children in Care (CiC) and those with Special Educational Needs and Disabilities (SEND)
One more Step - Transition to Secondary School during COVID 19 - This booklet is for children and their families to help them get ready to move to their new school in September. It can be completed with their teacher in school or at home with someone.
Transition from school to further education and training Good Practice Guidance - The aim of this document is to provide guidance for schools and further education/training providers to help identify factors which may place a young person at risk of experiencing transition difficulties, as well as how to identify steps which can be taken to support them.
Transition from College Good Practice Guidance - The aim of this document is to provide guidance for schools and further education/training providers to help identify factors which may place a young person at risk of experiencing transition difficulties, as well as how to identify steps which can be taken to support them.
Specific Areas of Need: English as an Additional Language
English as an Additional Language
Considerations for BAME Transition – COVID 19 - This document looks at the general challenges for children and young people from Black, minority, Ethnic backgrounds accessing school during the COVID pandemic but also provides advice in relation to points of transition where children are moving to a new phase of education
Early Years Transition Booklet for children and families - Translated into 9 languages – starting school booklets
Specific Areas of Need: Sensory Impairment
The Sensory Team have a page dedicated to information in relation to transitions. It includes some top tips for each point of transition and some guidance and ideas on how to support effective transitions for children with sensory impairments.
Specific Areas of Need: Autism
All Guidance and documentation can be found on our transition page .
Transition: Autism Additional Guidance - Early Years to Primary - This document provides general support and guidance in relation to supporting children with key strategies and approaches to support a successful transition for children with autism as well as lots of useful links to additional resources
Transition: Autism Additional Guidance - Primary to Secondary and Secondary to Post 16 - This document provides general support and guidance in relation to supporting children and young people with key strategies and approaches to support a successful transition for children with autism as well as lots of useful links to additional resources relevant to this age group
AET Transition Toolkit - This toolkit is a summary of the common issues surrounding transition for young people on the autism spectrum, as well as a guide to the considerations that should be taken by those supporting them. We offer some practical strategies to support transition periods as well as provide a list of useful links to other organisations and support materials.
Specific Areas of Need: Social Emotional Mental Health and Wellbeing
Social Emotional Mental Health and Wellbeing
Developing Relational Practice and Policy and creating a Relational Support plan - The document describes an approach to teaching and learning which influences whole school ethos and systems as well as universal teaching practice and targeted support. It supports the development of Relational Behaviour Policies which take into account current research and theory from the fields of attachment and trauma, effective support for inclusion and on improving behaviour in schools.
Anxiety Bases School Avoidance (ABSA) - This website has been developed in response to a recognition that many students, parents and professionals would benefit from a greater understanding of Anxiety Based School Avoidance (ABSA) and how it can be managed. Students struggling with ABSA can be supported to make positive progress and with appropriate help, children and young people can learn ways of managing their anxieties