How do we support children moving between phases of education?

There are a number of measures in place that support a smooth transfer of all children to the next school year. In addition to these, we have the following measures for children with SEND:

  • The Inclusion Leader ensures that we pass on all records to the next class teacher and that he or she is fully aware of the child’s needs
  • During all Pupil Progress Meetings and SEND Review Meetings pupils are discussed in detail to ensure continuity of provision.
  • At the hand-over meeting in the Summer term, the class teacher shares detailed information with the new class teacher
  • We share behaviour support plans for Social Emotional and Mental Health (SEMH) with class teachers and others as appropriate
  • At the end of the academic year, provision for the child is reviewed and My Plans are drawn up for the Autumn term to ensure children’s needs are targeted, using the resources outlined in the Provision Map. For pupils with an EHCP, their plans incorporate the specific targets and requirements as set out in the EHCP. These are monitored and reviewed through the processes outlined in this policy
  • We put in place additional strategies for individual children e.g. extra visits to the new classroom, photo books, buddying with older child/sibling/learning mentor support
  • When a child transfers to another primary school we pass on the SEND profiles and the Inclusion Leader may speak to the teacher with responsibility for SEND at the new school

 

Children from Holy Trinity CE move on to a variety of secondary schools that are closely linked with the school. All Year 6 children have transition visits to local secondary schools. When children with EHCP transfer to Secondary School or to a special school, the Inclusion Leader and Year 6 teacher invite the SENDCo of the receiving school to visit Holy Trinity to meet the child. They are also invited to attend their Annual Reviews. We pass on all the SEND records e.g. personalised planning to the receiving school. If appropriate some children may make several visits to their new school with their teaching assistant or learning mentor as part of an individual transition plan.