Year 6 to Year 7 transition timelines

Year 5

Universal

• Look at websites for potential schools.
• Signpost families to the FYI transition resources.

Targeted

• Visits to Open Evenings.
• Visit prospective school websites and read SEN Information Reports.

Enhanced

• Discuss potential Y7 settings with SENDCo and EHCP Co at Y5 annual review.

Year 6 Autumn term

Universal

• Attend Open Evening/ Open Day events.
• Ensure School Application 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 Y6 annual EHCP review.
• Where your child is on panel or awaiting outcomes for placement at a specialist setting, work with primary and secondary 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 6 Spring term

Universal

• Review Just One Norfolk - Supporting Transition resources, and in person events.

Targeted

• Review NCC SEND transition resources, and in person events.

Enhanced

• Attend initial planning meeting with secondary setting. Share any pertinent information.
• Where your child is on panel or awaiting outcomes for placement at a specialist setting work with primary and secondary 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 6 Summer term

Universal

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

Enhanced

• Where your child is on panel or awaiting outcomes for placement at a specialist setting work with primary and secondary 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 7 Autumn term

Universal

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

Year 5

Enhanced

• Encourage families to attend Open Evenings and speak to the prospective secondary settings to allow families to make informed decisions.
• Arrange annual EHCP Reviews and invite SENDCo from prospective secondary settings to begin initial planning conversation.
• Hold annual reviews and with family name Y6 placements. Invite secondary school SENDCo as appropriate.

Year 6 Autumn term

Universal

• Signpost families to local Open Evening / events at Secondary settings
• School placement allocations. Respond to request information from allocated secondary setting.
• Attend any transition meetings to which the current setting is invited to 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 / 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.
• Make a referral to TITAN Primary for children and young people who would benefit from independent travel training.

Enhanced

• Where a child or young person is on panel or awaiting outcomes for placement at a specialist setting ensure parallel planning with secondary 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 6 Spring term

Targeted

• Provide the secondary 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 targeted transition support for children and young people with SEND who would benefit from external transition support.

Enhanced

• Where a child is on panel or awaiting outcomes for placement at a specialist setting ensure parallel planning with secondary 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 6 Summer term

Universal

• Prepare all children and young people for transition events and transitions through dedicated curriculum activities.
• Send staff to support and bridge when visiting new settings.
• Liaise with families and remind them of upcoming transition events.
• Consider planning curriculum 'bridging projects' that begin in the last part of the summer term of Y6 and continue in the first part of Y7.
• Consider setting holiday 'projects' on a theme to help to engage children and young people in learning and avoid the 'dip' that occurs after the summer break.
• Consider completing any transition packs and tasks requested by receiving settings within school so all children and young people are supported to do so.

Targeted

• Prepare electronic and paper SEND files for secure transfer to receiving setting.
• Adapt holiday projects for children and young people with SEND or other needs.

Enhanced

• Where a child or young person is on panel or awaiting outcomes for placement at a specialist setting ensure parallel planning with secondary 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 a 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 7 Autumn term

Universal

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

Year 5

Universal

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

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 6 Autumn term

Universal

• Identify Transition Team.
• Host information event for parents of children and young people with SEND (plan these events for later in the year if more appropriate for your school / setting's individual arrangements).
• Share transitions dates early with other settings so you can plan to have your transition events on the same day.

Targeted

• Host information events for families of children and young people with SEND (plan these events for later in the year if more appropriate for your school / setting's individual arrangements).

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 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 6 Spring term

Universal

• School placement allocations. Request information from primary feeder schools including requests for information relating to English as an additional language (EAL), Gypsy Roma and 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.

Targeted

• Hold family meetings with families of SEND children to gather information.
• Request information from feeder setting for children and young people with additional needs including SEND information such as INDES submissions.
• Generate list of children and young people who will potentially require targeted or enhanced transition support.
• 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 learners.
• Arrange initial planning meeting with families and children and young people when high needs at SEN Support have been identified by the primary setting.
• For EHCPs named at setting, arrange initial planning meeting with families and children and young people.
• Where a child 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 6 Summer term

Universal

• Host welcome/ transition events for incoming cohort.
• Share details of first day / week / half term with children and young people and their families.

Targeted

• Host welcome/ 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 learners 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 (spring/summer).
• 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 / 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

• Draw up transition SEN Support Plan with families and children and young people ready for transition.
• 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 7 Autumn term

Universal

• Evaluate the transition process from the previous year and reflect on what went well / 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

• Hold transition reviews based on transition SEN Support Plan and initial observations and feedback.
• Observe and review / generate robust SEN Support Plans for children and young people with SEND.
• Submit INDES for Y7s with SEND accompanied by SEND Support Plan if requesting SEN Support.

Enhanced

• Review implementation Plan of Section F linked to outcomes and break down into short term SMART targets through SEN Support Plan.
• Adapt transition offer if needed when new needs are identified e.g., through EHCP review.
• Check if children and young people has previously had equipment from Access Through Technology (ATT). If unable to provide similar technology from school resources, contact ATT to discuss next steps.