Year 2 to Year 3 transition timelines

Receiving setting

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.

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

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).

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.

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.

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.

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.

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.

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