Year 2 to Year 3 transition timelines

Year 1

Universal

• Look at websites for potential schools.

Targeted

• Visits to Open Evenings.
• Review School Information Reports (SIRs).

Enhanced

• Discuss potential Y3 settings with SENDCo and EHCP Co at Y1 annual review.

Year 2 autumn term

Universal

• Attend Open Evening or Open Day events.
• Ensure School Request form is sent back to NCC by the deadline.

Targeted

• Revisit potential settings.
• Ask for a meeting or discussion with potential setting to gather an overview of support available.

Enhanced

• Name a potential setting or settings at the Y2 annual EHCP review.
• Where the child or young person is on panel or awaiting outcomes for placement at a specialist setting, work with infant and junior setting on a parallel plan. Work on the presumption that the child will be attending the mainstream setting until you are notified that a specialist placement has been secured.

Year 2 spring term

Targeted

• Have a look at Just One Norfolk's transition and NCC's Whole school approach to transitions in schools online resources.

Enhanced

• Attend initial planning meeting(s) with junior setting. Share any pertinent information.
• Where the child or young person is on panel or awaiting outcomes for placement at a specialist setting work with infant and Junior setting on a parallel plan with the presumption that the child will be attending the mainstream setting until you are notified of a specialist placement having been secured.

Year 2 summer term

Universal

• Attend any information events or school meetings at the junior setting.
• Complete all requested paperwork from junior setting. This may include admissions forms and other information about your child.

Enhanced

• Attend enhanced transition sessions hosted by the junior setting.
• Where the child or young person is on panel or awaiting outcomes for placement at a specialist setting work with infant and Junior setting on a parallel plan with the presumption that the child will be attending the mainstream setting until you are notified of a specialist placement having been secured.

Year 3

Universal

• Monitor your child's wellbeing and friendships and ensure any concerns are shared with the school.

Year 1

Enhanced

• Encourage families to attend open evenings and speak to the prospective junior settings to support families to make informed decisions.
• Arrange EHCP annual reviews with families and named Y3 placements, invite the SENDCo from prospective junior settings to begin initial planning conversations.

Year 2 autumn term

Universal

• Signpost families to local open evening or open events at junior settings.
• Following National Offer Day, respond to requests for information from the allocated junior setting.
• Attend any transition meetings to which the current setting is invited by the receiving setting.
• Share transitions dates early with other settings so you can plan to have your transition events on the same day.

Targeted

• Ensure UK school systems or processes around applying for school places and transition are explained as soon as possible to families who are newly arrived in the UK or who are not proficient in English.

Enhanced

• Hold EHCP review and invite SENDCo from junior setting.
• Where a child or young person is on panel or awaiting outcomes for placement at a specialist setting ensure parallel planning with junior setting and family with the presumption that the child will be attending the mainstream setting until you are notified of a specialist placement having been secured.

Year 2 spring term

Targeted

• Provide the junior setting with relevant information, including the INDES, as appropriate.
• Provide the junior setting with a list of children and young people requiring targeted or enhanced transition processes.
• With family consent, make referrals to the School and Communities Teams via the Family hubs website for children and young people with SEND who would benefit from external targeted transition support.

Enhanced

• Where a child or young person is on panel or awaiting outcomes for placement at a specialist setting ensure parallel planning with Junior setting and family with the presumption that the child will be attending the mainstream setting until you are notified of a specialist placement having been secured.

Year 2 summer term

Universal

• Plan curriculum 'bridging projects' that begin in the last part of the summer term of Y2 and continue in the first part of Y3.
• Prepare all children and young people for transition events and transition through dedicated curriculum activities.
• Send staff to support and bridge when visiting new settings.
• Liaise with families and remind them of upcoming transition events.
• Set holiday 'projects' on a theme to help to engage children and young people in learning and avoid the 'dip' that can occur after the summer break.

Targeted

• Consider adaptations to holiday 'projects' for children and young people with SEND or additional needs.
• Prepare electronic and paper SEND files for secure transfer to the receiving setting.

Enhanced

• Where a child or young person is on panel or awaiting outcomes for placement at a specialist setting ensure parallel planning with Junior setting and family with the presumption that the child will be attending the mainstream setting until you are notified of a specialist placement having been secured.
• If child or young person has equipment from Access Through Technology (ATT), complete the ATT review forms and transition paperwork. Discuss technology used by the child or young person with the new setting. Signpost new setting to contact ATT if they need on-going support/provision from ATT.

Year 3

Universal

• Evaluate the transition process from the previous year and reflect on what went well and what could be improved. 
• Provide feedback to the receiving setting where necessary and adapt transition arrangements for the coming year.

Year 1

Universal

• Welcome families and children to open evenings, events, and informal meetings.

Targeted

• Collate lists of potential children and young people for future reference.

Enhanced

• Respond to consultations. Clearly outline any provisions from Section F that the setting will need support in implementing.
• Attend EHCP reviews to which you have been invited.

Year 2 autumn term

Universal        

• Identify transition team.
• Share transition dates early with other settings, so you can plan to have your transition events on the same day.

Targeted

• Host information event for parents of children and young people (CYP) with SEND or additional needs.

Enhanced

• Respond to consultations. Clearly outline any provisions from Section F that the setting will need support in implementing.
• Attend EHCP reviews to which you have been invited.
• For EHCPs named at setting arrange initial planning meeting with families and children and young people.
• Where a CYP is on panel or awaiting outcomes for placement at a specialist setting ensure parallel planning with the feeder school and family on the presumption that the child will be attending your setting until you are notified of a specialist placement having been secured.

Year 2 spring term

Universal

• Arrange transition meetings with primary settings to discuss all children and young people moving into the junior setting.

Targeted

• School placement allocations. Request information from current settings including requests for information relating to SEND (including INDES), English as an additional language (EAL), Gypsy Roma or Traveller (GRT), young carers, military families, free school meals (FSM), pupil premium (PP), SEND, etc to inform planning for engagement with children and young people and their families, such as arranging for documents to be shared in languages other than English.
• Hold family meetings with families of SEND children and young people to gather information.
• Generate list of children and young people requiring targeted or enhanced transition processes.
• Ensure any barriers the family have to communication e.g. EAL are identified in collaboration with the current setting and families e.g. through admissions forms.
• Ensure families are provided with information in an accessible format (language).

Enhanced

• Begin any enhanced transition programme for high needs children and young people.
• Arrange initial planning meeting with families and children and young people when high needs at SEN Support have been identified by the current setting.
• For EHCPs named at setting arrange initial planning meeting with families and children and young people.
• Where a child or young person is on panel or awaiting outcomes for placement at a specialist setting ensure parallel planning with the current setting and family on the presumption that the child will be attending your setting until you are notified of a specialist placement having been secured.

Year 2 summer term

Universal

• Host welcome/ transition events for incoming cohort.

Targeted

• Host welcome or transition events for SEND cohort, plan universal targeted and enhanced transition activities as needed.
• Finalise initial SEND register for incoming cohort.
• Hold family meetings with families of SEND children and young people to gather information.
• Draw up transition SEN Support Plan with families and children and young people ready for transition.
• Begin graduated provision mapping in relation to incoming cohort.
• School leaders to plan provisions and support for incoming cohort. Finalise provision and staffing and training for the autumn term.
• School leaders provide release time for year leads, key workers and pastoral staff from each setting to 'hand over', visit children and young people in current setting and share information.
• School leaders consider accessibility audits and planning around the site, curriculum and resources.
• Disseminate information to teaching colleagues regarding incoming cohort.
• Plan provision and support for specific groups e.g. GRT, EAL, young carers. Use One Minute Guides, thematic Inclusion and SEND toolkits for schools and welcome packs (coming soon!) to support your strategies and approaches.
• Contact the The SEND and inclusion team for any support required with targeted or enhanced provision mapping and support, this could also include support for children and young people with EAL or who are GRT.

Enhanced

• Discuss and plan implementation of Section F provisions with family and incorporate into transition SEN Support Plan.
• Where a child or young person is on panel or awaiting outcomes for placement at a specialist setting ensure parallel planning with the feeder school and family the presumption that the child will be attending your setting until you are notified of a specialist placement having been secured.

Year 3 Autumn term

Universal

• Evaluate the transition process from the previous year and reflect on what went well and what could be improved.
• Provide feedback to the current setting where necessary and adapt transition arrangements for the coming year.
• Monitor friendships and wellbeing closely, adapting support as needed.

Targeted

• Use base line assessments to screen cohort and identify any unmet needs.
• Observe and review or generate robust SEN Support Plans for children and young people with SEND.
• Hold transition reviews based on transition SEN Support Plan and initial observations and feedback.

Enhanced

• Adapt transition offer if needed when new needs are identified, for example EHCP review.
• Check if any children or young people have previously had equipment from Access Through Technology (ATT). If unable to provide similar technology from school resources, contact ATT to discuss next steps