How does the school support pupils with Special Educational Needs through transition?

We plan transitions carefully so that changes feel predictable, positive and well supported. Arrangements are personalised to the pupil, based on assessed need, and are agreed with parents/carers and relevant professionals. The examples below are not exhaustive.

When starting at St Barnabas

• Meet the pupil and parents/carers to discuss strengths, interests and needs, and to answer questions about school life.

• Gather and review information from previous settings and professionals (with consent), including reports and targets.

• Liaise with the previous setting to plan continuity of support.

• Arrange pre-start visits and a tour.

• Provide a simple transition booklet with photos of key staff, classrooms and key routines.

• Where appropriate, plan a phased start. Any temporary reduced timetable is time-limited, reviewed regularly and agreed with parents/carers.

• Complete any necessary risk assessments and agree reasonable adjustments (e.g. visual supports, seating, movement breaks).

Moving to a new year group or class

• Introduce the pupil to their new teacher and classroom in advance; arrange short familiarisation visits.

• Share an updated one-page profile and key strategies with the new staff team; hold a handover discussion between current staff, the new teacher and the SENCO.

• Provide or update a photo booklet of key staff/areas; rehearse new routines using visuals, social stories or timetables as needed.

• Check equipment and reasonable adjustments are in place from day one; agree how support will be monitored in the first weeks.

Moving to a new school (including secondary transfer or mid-year moves)

• Hold a review/transition meeting with the receiving school and parents/carers; include the pupil’s voice in a format that suits their communication profile.

• Share relevant information securely (with consent), including current strategies, targets, and successful adjustments.

• Arrange additional visits or a gradual familiarisation plan; where helpful, provide supported travel practice.

• Agree how the receiving school will implement initial support and who the family should contact for follow-up.

Ongoing review and support

• Check in during the first weeks after any move; adjust support promptly if needed.

• Involve external specialists (e.g. Speech and Language Therapy, Educational Psychology, Communication and Autism Team) where additional advice would help.

• Use the Assess, Plan, Do, Review cycle to evaluate the transition and next steps.