Professional Professional StudiesStudies

TransitionTransition(Preamble, S2)(Preamble, S2)

Aims:Aims:

Develop understanding of:Develop understanding of:• Transfer of information teacher – teacherTransfer of information teacher – teacher• Home Visits – Foundation StageHome Visits – Foundation Stage• Year 1 Transition CurriculumYear 1 Transition Curriculum• Transition Year 2 / 3 (KS1 / KS2)Transition Year 2 / 3 (KS1 / KS2)• Transition Year 6 / 7 (KS2 / KS3)Transition Year 6 / 7 (KS2 / KS3)• Transition for vulnerable pupilsTransition for vulnerable pupils• ‘‘Managed moves’Managed moves’• Transition of Statemented pupilsTransition of Statemented pupils• Having a transfer meetingHaving a transfer meeting

Class teacher – class Class teacher – class teacherteacher• ECM register / class list, inc SEN, EAL, FSM, ECM register / class list, inc SEN, EAL, FSM,

G&T, medical needs etc.G&T, medical needs etc.• GroupingsGroupings• ReportsReports• SATs papers & Foundation ProfileSATs papers & Foundation Profile• Assessment data in core and foundation Assessment data in core and foundation

subjectssubjects• APPAPP• Learning and family background notes (data Learning and family background notes (data

protection)protection)• Buff folders (confidential information)Buff folders (confidential information)

Home VisitsHome Visits

• Any questions and queriesAny questions and queries• Medical backgroundMedical background• Development historyDevelopment history• Siblings and family dynamicsSiblings and family dynamics• Child interestsChild interests• Structure of school day and home-school Structure of school day and home-school

expectationsexpectations• Staffing structure at school, inc SENCo, DH Staffing structure at school, inc SENCo, DH

and HTand HT• Where to go re: queriesWhere to go re: queries

Year 1 Transition CurriculumYear 1 Transition Curriculum

SUMMER TERMSUMMER TERM• Shared playtimesShared playtimes• Buddy visitsBuddy visits• Teacher swapTeacher swapAUTUMN TERMAUTUMN TERM• Play-based, creative activitiesPlay-based, creative activities• Minimise time on carpetMinimise time on carpet• Observations and assessments linked to ELGsObservations and assessments linked to ELGs• Choosing boardChoosing boardSPRING TERMSPRING TERM• National CurriculumNational Curriculum• More ‘formal’ teaching and lesson structureMore ‘formal’ teaching and lesson structure

Transition Year 2 to Year 3Transition Year 2 to Year 3

• Shared playtimes and lunchtimesShared playtimes and lunchtimes

• Transition curriculum, e.g. All About Me Transition curriculum, e.g. All About Me bookletsbooklets

• Meet the next teacherMeet the next teacher

• VisitsVisits

• Setting?Setting?

• New playground?New playground?

• Different timetable and expectations?Different timetable and expectations?

Transition Year 6 to Year 7Transition Year 6 to Year 7

• School visits and Open EveningsSchool visits and Open Evenings• Primary Curriculum Workshops, PE Primary Curriculum Workshops, PE

Festivals etc.Festivals etc.• Pupil visits to secondary schoolsPupil visits to secondary schools• Visit from Year 7 tutors with Year 6 Visit from Year 7 tutors with Year 6

class teachersclass teachers• Year 6 transition curriculumYear 6 transition curriculum

Transition for vulnerable pupilsTransition for vulnerable pupils

• Who is vulnerable?Who is vulnerable?

• StaffingStaffing

• Parental engagementParental engagement

• Managed, well-timed, gradualManaged, well-timed, gradual

• 1: 1 curriculum / small group work1: 1 curriculum / small group work

• SEALSEAL

• Named TANamed TA

• Transition book (for summer holidays)Transition book (for summer holidays)

Managed MovesManaged Moves

• Pupils at risk from exclusionPupils at risk from exclusion

• Multi-agency involvementMulti-agency involvement

• Planned / staggered integration into the Planned / staggered integration into the school / classschool / class

• Support for familySupport for family

• Named TANamed TA

• Home-school liaisonHome-school liaison

• Home-school agreementHome-school agreement

• Plan for periods of vulnerability in school dayPlan for periods of vulnerability in school day

Transition into mainstream settingTransition into mainstream setting

• Named schoolNamed school

• Speech and language / behaviour / Speech and language / behaviour / Autistic UnitAutistic Unit

• Visits to unit by new class teacherVisits to unit by new class teacher

• Planned deployment of staffPlanned deployment of staff

• Staff training, where appropriateStaff training, where appropriate

• Links maintained with ‘experts’ in unitLinks maintained with ‘experts’ in unit

Multi-Agency WorkingMulti-Agency Working

• Responsibility for all pupils remains with Responsibility for all pupils remains with the class teacherthe class teacher

• Translators / interpretersTranslators / interpreters• PhysiotherapistsPhysiotherapists• Speech and language advisorsSpeech and language advisors• Hearing impairment advisorsHearing impairment advisors• Visual impairment advisorsVisual impairment advisors• Educational psychologistEducational psychologist• Parent-support workersParent-support workers• School NurseSchool Nurse

Transition issues in….Transition issues in….

• Small schoolsSmall schools • Large schoolsLarge schools

Transfer MeetingTransfer Meeting

• 10 mins to make notes 10 mins to make notes on three pupilson three pupils

• Salient information on Salient information on attainment, learning, attainment, learning, friendships, family friendships, family background etc.background etc.

• Timed 10 min meetingTimed 10 min meeting• Feedback from partnerFeedback from partner

10 mins prep10 mins prep

10 min meeting10 min meeting

2 min feedback2 min feedback

10 min meeting10 min meeting

2 min feedback2 min feedback

Total: 34 minsTotal: 34 mins

• What did you include that was really What did you include that was really useful?useful?

• What didn’t you include that would What didn’t you include that would have been useful?have been useful?

• What other information / evidence What other information / evidence did you need to have an effective did you need to have an effective transfer meeting? Where is that transfer meeting? Where is that information?information?

• Which pupils in your current class Which pupils in your current class might benefit from special transition might benefit from special transition arrangements? Why? What sort of arrangements? Why? What sort of arrangements?arrangements?

Reporting to ParentsReporting to Parents• Are you confident that you could describe their effort and Are you confident that you could describe their effort and

attainment in all curriculum subjects?attainment in all curriculum subjects?

• What levels of attainment are they achieving?What levels of attainment are they achieving?

• How much progress have they made this year?How much progress have they made this year?

• Do you know about changes in behaviour, attitude and Do you know about changes in behaviour, attitude and concentration?concentration?

• What have been their milestones / highlights of the year?What have been their milestones / highlights of the year?

• What are their next step targets?What are their next step targets?

• What information do you know already?What information do you know already?

• Where would you find the other information that you need?Where would you find the other information that you need?

• What systems for recording progress and attainment will help What systems for recording progress and attainment will help you track progress of all pupils in all subjects next year?you track progress of all pupils in all subjects next year?