14. If my child has a special educational need what will happen during the transition stages between Cawthorne School and another education provider?
On entry to the Foundation Stage at Cawthorne Primary School we will hold an information session at which you can express any concerns you might have. Visits to the school can be arranged above and beyond those normally provided, if your child has specific special educational needs and you need to talk to staff.
We will strive to be in contact with any pre -school establishments your child has attended so as to feed relevant information into our provision. If necessary the Early Year’s staff may make visits to your child in their pre-school environment so as to talk to staff, and to begin to build a relationship with your child. Initially each morning you will bring your child into the Foundation Stage classroom to allow for a calm and managed transition between home and school.
If your child starts our school at the beginning of a new educational year (not foundation) or half way through the year we will strive to make their transition happy and successful. We are happy to meet with you prior to the transition day to discuss specific needs and concerns. If necessary we will use the information from your child’s previous school to help us make quick interventions. This might involve us looking at the books passed on to us from your child’s previous school or a phone conversation with your child’s previous teacher. This will allow for continuity and progression.
When a child is to transfer to another school (mid- way through) we will ensure that any relevant data and information is passed on quickly to allow for effective transition.
When your child is preparing for secondary school we will arrange some specific meetings to ensure your chosen school has access to all the relevant information. A meeting will be arranged to which the SEND teacher from the secondary school will be invited, or our SENCO will confer with the new school to allow for effective transition for your child to ensure their specific needs are met. Any meetings, or conversations, will enable all concerned, including yourselves to discuss relevant issues and concerns. It might be decided that your child needs extra visits to their new school to allay fears or worries. This will be offered if needed. At this meeting the SENCO will explain what is already in place for your child and what has been successful. The present assessment and future needs of your child will be discussed and shared. The new school will want to know about your child’s strengths as well as weakness in their learning so as to enable a successful transition. Groupings and friendship groups may be discussed to ensure an emotionally successful transition. You will be given new contact details for your new school and will be invited to attend their open days.
Transition times can be difficult for children with special educational needs so we at Cawthorne will strive to make these crucial moves as easy and pleasant as possible.
Useful quotes from The SEN and Disability Code of Practice ( June 2014)
5.47 SEN support should include planning and preparing for transition, before a child moves into another setting or school. This can also include a review of the SEN support being provided or the EHC plan. To support the transition, information should be shared by the current setting with the receiving setting or school. The current setting should agree with parents the information to be shared as part of this planning process
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.