This policy contains 3 parts:-
New Fosseway School Transitions Policy for Pupils entering KS2
To ensure there is a smooth transition for pupils between their previous provision and New Fosseway School, so that the minimal amount of disruption and distress is caused to those involved. For teacher’s in both settings to communicate regularly so that the present teacher has the information they need to prepare pupils for the transition and New Fosseway has knowledge of need and resources of the new pupils. Parent and carer involvement will be sought throughout the transition process so all people in the pupil’s life will have an active involvement in it and a consistent approach can be adopted.
Structured transition timeline
Communication between provisions
Active involvement with parents/ carers
Resources and information passed on to New Fosseway
The transitions policy is to provide structured guidance to all those participating in this extremely important transition in the young pupil’s life. It is to ensure that all people involved including the pupil feel: valued, respected and have a voice in this process. That there is consistency for the pupil in all aspects of their education and they are fully supported throughout the transition by people who know the pupil the best.
Transition between classes, year groups, and parts of the school, normally in preparation for the start of the Academic Year in September.
During Term 5 the Senior Leadership Team will draw up the Class Lists for the next Academic Year.
Teachers will update pupil Passports during Term 5, ready to handed to new class team in Term 6
During Term 6, pupils will have opportunities to meet their new teacher, Teaching Assistants, classroom and classmates
If possible we will tie in the visit from potential new pupils to see their new school, with all pupils experiencing their new classroom and class teaching team. This would mean the whole school moving into their September class structure for a session.
To enable a carefully planned transition from old to new teaching staff, specific time will be set aside for detailed discussion between the old and new teacher and class team for each pupil. This may form part of the teachers PPA time, or additional time may be made outside of PPA time. This will depend upon the cover for classes.
During Term 6, the new (September) Class Teams will prepare ‘Class Sheets’ which will have the names and photos of pupils and staff within that class. Pupils can take this home with the suggestion that they put it up on the fridge at home as a visual reminder of their new teaching team and classmates.
During Term 6, social stories can be used to prepare pupils for the September transition.
If parents or carers have any concerns in relation to the transition into a new year and class within New Fosseway, the first point of contact will be the current class teacher. This will ensure we can tailor additional opportunities to meet the new class teacher and support staff, and also the pupil can have opportunities to discuss anxieties with an adult in school that the pupil trusts. Where a pupil is experiencing significant and persistent anxiety around transitions, whether or not this is in relation to the September transition to new classes and the enhanced support normally available in school has not sufficiently mitigated the pupils anxiety, the class teacher will refer to the Headteacher to determine if a referral to an external agency would be appropriate, such as Educational Psychologist or Health professionals (Paediatrician or CAMHS) etc.
Transition into the next education placement following the end of a pupil’s formal education at New Fosseway School.
The transition from New Fosseway School into Adult Life can be complex and worrying for pupils and their families. In addition the government are changing the regulations so that there will no longer be Statements of Special Educational Needs. In April 2014, Statements will be replaced by the new 0-25 Plan, also called the Education, Health and Care Plan, or Single Assessment. Pupils will receive Reviews using Pupil Centred Approaches to ensure their voice is heard.
In Year 9 there will be a Transition Review of the Statement or 0-25 Plan.
In this Review, the Transition process begins. The pupil and family will be asked for their views on future provision so everyone is able to give their views on what the future holds and the goals the pupil is aiming to reach.
An action plan is drawn up keeping the future goals in mind and the initial steps required to reach those goals.
The action plan will be implemented within school. Families also have a role to play in supporting the work in school. For example if a target is to buy food and cook a simple meal, this can be practiced at home as well as in school.
In Years 10, 11, 12, and 13 there will be a Review of the Statement or 0-25 Plan.
In these Reviews, the Transition process continues. The pupil and family will be asked if their views on future provision have changed so we can reflect this in the Action Plan. The pupil and their family will be able to give their views on what the future holds and the goals the pupil is aiming to reach.
An action plan is revised or a new one is drawn up as appropriate. In either case the future goals will be kept in mind and the steps required to reach those goals. As most pupils leave New Fosseway at the end of Year 14, the Action Plan will focus upon gaining achievable skills by the end of the pupils formal education.
The action plan will be implemented within school. Families also have a role to play in supporting the work in school.
In these Years, we expect to see a progress towards Independent Life and Living Skills such as using money and road safety.
As the pupil moves up through New Fosseway School, there will be increasing opportunities to engage with South Bristol Skills Academy which is a short walk from New Fosseway. This is an appropriate provision for many of our school leavers, particularly for those with Severe Learning Difficulties. There are a few courses which may be suitable, so some pupils will be supported in making those decisions. The College is currently increasing the options available to learners with disabilities and New Fosseway School will maintain close links to ensure the best possible opportunities and advice is given to pupils. By the time pupils are leaving New Fosseway, they will already be very familiar with the college environment and will know the tutors and rooms, as well as the canteen.
For those pupils where a more specialised provision is looking likely to be requested for adult life, initial discussions will be held with the appropriate professionals such as Social Worker, or care providers as appropriate. For example if a family does not currently have a Social Worker and a care placement may be requested for adult life, then it is important during these years to ensure Social Services input is requested as a first step. The Family Link Worker will be available to support families with this.
As pupils reach age 18, their parents lose their parental responsibility and become carers for disabled adults. Any support required for the family to appreciate this distinction and the implications for them will be provided by the Family Link Worker.
At the start of the year, the Local Authority provides a list of pupils where support from Learning Partnership West is required. School will check this list and request changes from the LA as appropriate. A meeting will also be held with the nominated LPW link for New Fosseway School to prioritise pupils. LPW will then enter into negotiations with the LA to determine which pupils will be offered standard or enhanced support from LPW.
Social Services Transitions Team will be contacted with the names of the pupils who will require support into adulthood.
LPW will assess all pupils identified by the LA and if appropriate provide a report (currently called the S139a) which details appropriate provision for adulthood.
Reviews of Statements or 0-25 Plans will be held in the Autumn Term if possible to ensure planning starts early for the following academic year. Parental involvement is essential. Without this, school cannot move forward with items such as applications to Colleges. Parents will be informed that without their engagement, pupils will not have an appropriate placement once they leave New Fosseway and will be offered time with the Family Link Worker.
College will be invited to all Annual Reviews where a College placement is likely. This will enable the College to explain about the courses they offer and the individualised packages that they can build. It will also enable the College to gather information about potential applicants early within the transition process.
The Annual Review will produce an Action Plan closely targeted to the specifics of the expected future placement, which will include requesting opportunities to visit the new provider and meet staff that may work with them. Once the new provider has determined the support staff that will be working with an individual pupil, opportunities for them to visit New Fosseway and for the pupil to visit them at the new provider’s premises will be requested. It will be the new providers decision whether to take up this offer. For providers out of county, New Fosseway is not able to offer transport. If the new provider is also providing a care placement, then Social Services can be approached to provide the transport for transition visits.
For those pupils entering college, they and their families will be supported to make the appropriate choices and applications at the correct time.
For those pupils requiring more specialised support in adulthood, LPW with parental involvement will make the appropriate application to the LA and school will host multi-agency meetings as appropriate.
New Fosseway’s Transition Co-ordinator will keep in close contact with the Disability Support Manager in College and the appropriate person at the identified new provider for each young person moving into Adulthood so any problem with applications or tailoring appropriate provision is dealt with quickly. This has in the past involved meetings at very short notice, e-mail and telephone contact.
During Term 6, social stories can be used to prepare pupils for transition into adulthood.
If parents or carers have any concerns in relation to the transition into adulthood, the first point of contact will be the Transition Co-ordinator for education matters, or the Family Link Worker for non-educational matters. This will ensure we can provide additional advice or signpost families to the correct service. Where the issue is about the pupils anxiety the new provision, we can request additional opportunities to meet the new tutor and support staff, and also the pupil can have opportunities to discuss anxieties with an adult in school that the pupil trusts. Where a pupil is experiencing significant and persistent anxiety around transitions, and the enhanced support normally available in school has not sufficiently mitigated the pupils anxiety, the class teacher will refer to the Headteacher to determine if a referral to an external agency would be appropriate, such as a Health professionals (Paediatrician or CAMHS) etc.
Date: 4th June 2013
This policy is reviewed every two years. The next review date is June 2015.
Governor …………………………… Head Teacher ……………..…………
Date: ………………………………… Date ……………………………………
Date for next Review: June 2015.