Year 2 to Year 3 transition timelines

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.