Planning Transitions for children with SEND into Reception Classes
As you prepare for children with SEND to begin their journey into school, these are some useful considerations to ensure a warm and inclusive welcome for all children and their families.
In line with the principle of 'Local First Inclusion' and the requirements of the Children Act, sections 33 and 34, most children should be educated in a mainstream school.*
Deferral is not necessary for children with SEND. For children who have their 5th birthday during the autumn or spring term, it is not possible for them to continue to attend an early years setting in the term after their 5th birthday. Early years settings are not required to offer early education entitlement to a child who is eligible for a school place. Children should transition into school in September with their age-cohort, when reception classes are adapted to meet their needs and all children are learning new routines and building friendships. Admission to reception classes in Norfolk - Norfolk County Council
Early Years Advisers have been providing support to settings and schools to build knowledge and confidence about effective transition planning. This has included targeted support for children with an EHCP. Supportive resources are available on the Early Years Transition Padlet. If school staff were unable to join the live 'Best School Start' workshops, the link to the presentation can be accessed via the Padlet. These provided opportunities to consider how to shape provision to meet the special educational needs of individual children and how to access additional support where needed.
An extended transition and settling-in period may be beneficial. Reasonable adjustments should be planned and made in advance so that children are accessing their full-time education entitlement as soon as the child is ready.
Involving families in transition planning helps to establish a relationship where you can work together to meet individual children's needs and build an effective education. Supporting families and helping manage their concerns is a professional responsibility. All families should be reassured that the funding, training and resources needed to support their child will be in place.
Good communication between early years settings and schools improves the planning of reasonable adjustments to meet children's needs. All early years settings have access to the STAIR (Supporting Transition and Inclusion Record) that enables the effective sharing of essential information between settings, schools and families. Please make sure you have communicated a named contact to share the STAIR with.
*Section 33 Child and young people with EHC plans: In a case within section 39(5) or 40(2), the local authority must secure that the plan provides for the child or young person to be educated in a maintained nursery school, mainstream school or mainstream post-16 institution, unless that is incompatible with—
(a)the wishes of the child's parent or the young person, or
(b)the provision of efficient education for others.
It is the Local Authority who makes the decision as to which school will be named in section I of the EHCP. If named the relevant school has a duty to admit. If parents/carers disagree they have a right of appeal.
Section 34 Children and young people with special educational needs but no EHC plan
(1)This section applies to a child or young person in England who has special educational needs but for whom no EHC plan is maintained, if he or she is to be educated in a school or post-16 institution.
(2)The child or young person must be educated in a maintained nursery school, mainstream school or mainstream post-16 institution, subject to subsections (3) and (4).