Moving On: A Framework for Transitions - Staffordshire Learning Net ...

Moving On
A framework for supporting transitions
Alison Lee & Lesley Schofield
(Staffordshire Educational Psychology Service)
Nigel Phillips, Anthony Halden-Evans, Marie Jackson & Tony Ward
(Cicely Haughton School)
August 2009

Background to this Document
Cicely Haughton School is a school which caters for KS1 and KS2 children whose primary special
educational needs arise from behavioural, emotional and social difficulties. The school supports
pupil development in these areas and strives to prepare as many pupils as possible for
a return to their local mainstream school. Such moves are not appropriate for all pupils and some
do transfer to other special schools and units. However, all pupils will, at some point, need to
move on.
Over several years, work around transition has become well established at Cicely Haughton
School, where staff have successfully facilitated many pupil transitions into local mainstream
settings. Most of these happened at the end of KS2, but there were also pupils who were
transitioning at the end of assessment placements or at other stages before Y6.
In 2007/2008, staff at Cicely Haughton School decided that it would be helpful to review their
practice and procedure in this area. This was done in collaboration with members of the
Educational Psychology Service. There were three aims:
To build on the foundation of established CHS practice and procedure
To maintain links to other related work at CHS (such as the use of nferNelson Emotional
Literacy materials)
To draw on the experience of successful transitions already undertaken
This document is a culmination of the work done to identify the key elements of the good practice
that was already taking place, and to provide a framework for pursuing a consistent model of
delivery. It is also hoped that the framework will be a useful resource for other schools
undertaking similar work.
With this in mind, the document has been adjusted by removing specific references to Cicely
Haughton School. However, the following aspects and terms warrant explanation:
The Transition Profile (Appendix 2) focuses on the social and emotional skills that are
particularly relevant when planning transition. It is designed to complement other data
routinely gathered by schools to inform IEP planning. The Transition Profile can also be
used to help plan future work with pupils.
At Cicely Haughton School Marie Jackson was appointed as a Family Links Coordinator to
undertake home-school liaison. Other schools may not have a designated person in this
role and would need to identify who would be best placed to do this work.
There is also a Transition Coordinator (Anthony Halden-Evans), whose role is to oversee
the actual process once pupils have been identified for transition. Other schools will need
to decide if this will be a specific role in their school.
Given the potential numbers of pupils transitioning at one time, Cicely Haughton School
decided to create the role of Transition Link Teacher. This person acts as a point of contact
for class teams when they consider that a pupil may be ready to embark on the transition
process. The Transition Link Teacher (Tony Ward) ensures that data is gathered and that
there is communication within school – thereby relieving the Transition Coordinator of
these responsibilities. Other schools might choose not to have this role.
This work would not have been possible without the time and effort given by the Head Teacher,
Nigel Phillips, and staff at Cicely Haughton School. We would like to thank them for their
sustained commitment to the project.
Alison Lee and Lesley Schofield
Alison Lee and Lesley Schofield (Staffordshire EPS) and staff at Cicely Haughton School
August 2009
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MOVING ON – A framework for supporting transitions
This document has been devised to support pupils with recognised special
educational needs who are making a transition between schools. The initial focus
was on pupils who were moving from a special school setting into a mainstream
school. However, those using the materials in a pilot study were of the opinion that
this is a resource which could be applicable for use with any pupil moving on from
a special school or setting.
The document comprises a summary of relevant research, an overview of a
suggested process, and a series of proformas designed to prompt thinking,
discussion and actions. (These could be combined into a pupil-focused booklet.)
Finally, there is information on some selected resources which may be of interest.
CONTENTS
Elements of Effective Transition – Research Background
Transition Process – Step by Step
Transition Process – A Flow Chart
Pupils Being Considered for Transition - Record of Outcomes
Preliminary Transition Meeting – Initial Outcomes
Preliminary Transition Meeting – Follow-up Outcomes
Transition Meeting - Data Checklist
Transition Meeting Agenda
Transition Meeting – Record of Outcomes
Transition Review Meeting Agenda
Transition Review Meeting – Record of Outcomes
Useful Resources
Appendix 1 - Expanded Contents Page
Appendix 2 - Transition Profile for Pupils with Behavioural, Emotional and Social
Difficulties
Appendix 3 - Post-transition questionnaires (as used in the original project work)
Appendix 4 - Front page for post-transition profile
Alison Lee and Lesley Schofield (Staffordshire EPS) and staff at Cicely Haughton School
August 2009
FORM
1
2
3
4
5
6
TP
PAGE
5-6
7-9
10-11
13
15
17
19
21-22
23
25 -26
27
29
31-32
33-39
41-44
45
3

Alison Lee and Lesley Schofield (Staffordshire EPS) and staff at Cicely Haughton School
August 2009
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Research background
Elements of Effective Transition
1. DfES Research Brief 131 (Galton et al., 1999) identifies five main areas of activity which
schools need to engage in to facilitate transition between settings. These areas of activity are
described as ‘bridges’:
The bureaucratic bridge (involving formal liaison between schools,
often at the senior management level)
The social bridge (helping students and their caregivers to develop
social links with the new school before and after transfer; student induction into the new
school)
The curriculum bridge (sharing plans for the content of what is taught before and after
transfer)
The pedagogy bridge (developing a shared understanding of the kind of teaching and learning
approaches students will benefit from)
The management of learning bridge (helping students to manage transition through
understanding their own strengths and needs and being able to articulate these)
2. ‘This time I’ll stay’, a document published in 2000 by the charity INCLUDE, identifies the
following features associated with the effective transition of students with emotional and
behavioural difficulties into mainstream schools:
Engaging the young person
Identifying and meeting pupil needs through careful assessment, planning and review
Effective behaviour management systems in schools
Addressing basic skills deficits
Paying attention to the specific needs of ‘at risk’ groups (e.g. looked-after children; young
offenders)
3. In ‘Challenging behaviours in mainstream schools’, Jane McSherry (2001) describes a
mainstream reintegration programme. The essential elements of this are:
Assessment (of pupils’ readiness for reintegration)
Preparation (through interventions designed to help pupils develop the skills they will need in
order to re-integrate successfully)
Support (for pupils and receiving schools, post reintegration)
4. ‘Aspects of Effective Transition’ (QLS, 2004) draws on DfES Research Brief 131 (see 1,
above) and other national and local research. Here, the elements of the five ‘bridges’ are brought
under three category headings:
The transfer and use of data
The continuity and quality of teaching and learning
The physical, social, emotional and spiritual well being of pupils
5. ‘Transition at Key Stage 2-3; supporting positive behaviour and regular attendance’
(PNS Behaviour and Attendance Strategy staff development materials, 2005), also drawing on
DfES Research Brief 131 (see 1, above) and other sources, emphasises the importance for
effective transition of:
Alison Lee and Lesley Schofield (Staffordshire EPS) and staff at Cicely Haughton School
August 2009
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Taking active steps to develop children’s social, emotional and behavioural skills
Positive relationships between sending and receiving schools
Carefully planned joint arrangements between sending and receiving schools
Specifically, these materials recommend:
Basing practice on an understanding of the process of change, and human responses to it
Effective administration procedures, derived from collaborative planning about the documents
to be passed on, their contents and delivery dates
Curriculum support in developing the social, emotional and behavioural skills, knowledge and
understanding that will enable children to manage the challenges and opportunities of saying
goodbye (closure) and joining a new community (moving on) with a positive attitude and
emotional resilience
An ethos in both pre- and post-transfer schools that enables children effectively to manage the
social and emotional aspects of learning
Jointly planned practical and concrete activities that reduce children’s anxiety and support
them in meeting the new organisational and learning demands of transfer
Summary comments
Although there is considerable overlap in these findings, the focus of particular pieces of research
varies. For example, Jane McSherry focuses on developing pupil skills, whereas DfES Research
Brief 131 (see 1, above) takes a much broader view of what is necessary to ensure effective
transition, including matters such as administrative processes, curriculum, and whole-school
systems and ethos.
In devising a transition process for CHS, we have taken this kind of broad view and have tried to
ensure that the process we offer embraces the range of perspectives in the pieces of research
described above, as well as it being flexible enough to take account of their various findings. In
addition, we have considered work on supporting pupils with attachment difficulties and specific
guidance for pupils with an Autism Spectrum Disorder. Relevant information from these sources
has also been incorporated into this transition process.
Bibliography
Broderick, K and Mason-Williams, T. (2005) Transition Toolkit , BILD Publications, Kidderminster.
Bomber, L.M. (2007) Inside I’m Hurting, Worth Publishing Ltd., London.
Doyle, R. (2001) Using a readiness for reintegrating pupils with social, emotional and behavioural difficulties from a
Nurture Group into their mainstream school – a pilot study, British Journal of Special Education Vol 28, 3, p126-132
Galton, M., Gray, J. & Ruddock, J. (1999) The impact of school transitions and transfers on pupil progress and
attainment, DfES Research Brief 131, DfES, London.
INCLUDE (2000) This time I’ll stay: Reintegrating young people permanently excluded from school, INCLUDE, Ely,
Cambridgeshire.
McSherry, J. (2001) Challenging behaviours in mainstream schools: Practical strategies for effective intervention and
reintegration, David Fulton Publishers, London.
PNS (2005) Transition at Key Stage 2-3: supporting positive behaviour and regular attendance (one of 20+ modules in
PNS Behaviour and attendance: developing skills - staff development materials)
Staffordshire QLS (2004) Aspects of effective transition: Supporting the Staffordshire Primary & Secondary Strategies
Watson, A, Hughes, M and Sungum-Paliwal, R, (2006) Enabling the transition of pupils with ASD into secondary
school, Good Autism Practice Vol 7, No.2 p23-36
Alison Lee and Lesley Schofield (Staffordshire EPS) and staff at Cicely Haughton School
August 2009
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1. Stage 1 – Initiating the process
TRANSITION PROCESS – STEP BY STEP
1.1 Class team (CT + TA), and where appropriate, residential staff, feel that pupil’s progress
indicates pupil may be ready for transition (this should be evidence based e.g. NFER
profiles).
Or
Pupil is in year 5 and subject to a transition review
Or
Pupil is nearing the end of an assessment placement
1.2 Information is shared and discussed with parents/carers and the transition process is
explained.
1.3 If parents/carers are not in agreement with the intention to initiate transition then the
process should be deferred whilst further discussions take place. In schools where there is
a Family Links Coordinator (FLC) or family liaison role, then this person should become
involved.
1.4 CT arranges to complete the Transition Profile (Form TP, Appendix 2). Where there are
a number of pupils who may be transitioning, a school may identify a Transition Link
Teacher (TLT) whose role is to oversee and co-ordinate the various arrangements. The
TLT could be responsible for issuing and collecting in the Transition Profiles.
1.5 All relevant staff contribute to completion of the Transition Profile. Parents should also give
their perspective (this may be separately). Copies of the profile should be returned to the
TLT.
1.6 For pupils who must transition, go to 1.8.
1.7 Where a decision is to be made as to whether a pupil is ready to transition, the Transition
Profile score will be one indicator that can be used. A score of around 218 is used by
Rebecca Doyle as a guide to ‘readiness’. However this should be used flexibly, and staff
should consider the overall pupil profile and use their professional judgement to come to a
decision about the best way to proceed. Other measures will also be relevant. Schools
should decide who has responsibility for the final decision as to whether to go ahead with
transition. This may be the Senior Leadership Team (SLT), the TLT or the SENCo. In the
flow chart, this role is taken by the TLT.
1.8 When completed Transition Profiles are returned, the TLT records the information on the
Record of Outcomes (Form 1), along with the decision as to whether to proceed with
transition. This is a useful means of keeping track of decisions in schools where transitions
occur frequently.
1.9 Schools should agree how best to communicate decisions to the rest of the school staff.
This may be via a regular slot at a staff meeting.
1.10 Once the decision to proceed has been taken, the Transition Process can be started.
The school must decide who takes responsibility for the subsequent steps. This may be a
Transition Coordinator (TC) as is the case at Cicely Haughton School, or it may be the
relevant class teacher, or the SENCo. In the flow chart, the role is designated to a TC.
1.11 The TLT is responsible for monitoring and reviewing this part of the process.
Alison Lee and Lesley Schofield (Staffordshire EPS) and staff at Cicely Haughton School
August 2009
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2. Stage 2 – Identifying a receiving school
2.1 The TC calls a Preliminary Transition Meeting. The purpose is to agree the direction of
transition (to a mainstream setting or to an alternative special school) and the options to be
explored. Parents/carers should be invited along with any key support staff who may be
able to give an informed input to the discussion. Use Preliminary Transition Meeting –
Initial Outcomes (Form 2) to record agreed options and the reasons for their inclusion.
Identify probable sources of support for the transition, and record these in the ‘Suggested
Team around the Child’ table.
2.2 Consideration should be given on how best to involve the pupil in this part of the process.
2.3 The TC should copy and circulate Form 2. This is intended to be for information only, but
will hopefully act as a trigger for sharing any other relevant information. (For example, an
assessment officer may be aware of school factors that might be barriers to successful
inclusion, and such information could be helpful.)
2.4 The TC awaits and considers initial feedback.
2.5 The TC may request support for approaching those schools where other people, perhaps
in the support agencies, might have established working relationships.
2.6 The TC approaches possible schools and establishes their willingness to support a
transition into their setting.
2.7 Once an identified school has agreed to a placement in principle, the TC completes
Preliminary Transition Meeting – Follow-up Outcomes (Form 3) and distributes this.
2.8 At this stage there is likely to be an initial provision of pupil-focused information in order for
the identified school to be able to make a firm commitment to receiving the pupil. This
might include some elements listed on the Data Checklist (Form 4). The TC should
identify the information that will be helpful to the receiving school, bearing in mind that they
need sufficient information to make a decision but not so much as to be overloaded.
2.9 If the receiving school formally agrees to placement, the TC proceeds with setting up a
Transition Meeting involving the ‘Team around the Child’.
2.10 Should the identified school decide that it is unable to proceed at this point, return to 2.1
or 2.6, as appropriate, and repeat the process.
3. Stage 3 – Detailed transition planning
3.1 The TC sets up a Transition Meeting. The Transition Meeting Agenda gives guidance on
the context for the meeting and how to set it up. It also provides detailed guidance on the
agenda itself and how to use the Data Checklist (Form 4) to decide on information to be
shared and with whom.
3.2 Consideration should be given on how best to involve the pupil in this part of the process.
3.3 Proceedings and outcomes of the Transition Meeting should be recorded on Transition
Meeting – Record of Outcomes (Form 5).
3.4 Agreed arrangements should be initiated.
Alison Lee and Lesley Schofield (Staffordshire EPS) and staff at Cicely Haughton School
August 2009
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3.5 The implementation of arrangements should be closely monitored in the period leading up
to the move of school and immediately afterwards. These arrangements should be agreed
at the Transition Meeting and should not run for longer than 6 weeks without a review. (The
nature of a review can vary according to need.)
3.6 Six weeks after the pupil has made the transition, a Transition Review Meeting should be
arranged. The TC would usually take responsibility for this. The Transition Review
Meeting Agenda gives guidance on preparing for and setting up this meeting, as well as
providing a suggested agenda for the meeting itself.
3.7 Good practice suggests that transition arrangements that involve the ‘feeder’ school can be
a supportive bridge for some pupils. However, such arrangements should include planning
for withdrawal of such support, with the receiving school taking full control of the process at
this stage.
3.8 Proceedings of the Transition Review Meeting should be recorded on Transition Review
Meeting – Record of Outcomes (Form 6).
3.9 Transition periods will vary in length according to the needs of pupils.
4. Stage 4 – Reflection and review
4.1 The Transition Review Meeting will provide information on the initial success or otherwise
of a transition. It will also provide a point at which support arrangements can be reviewed,
and, if necessary, changed. Review feedback will thus inform arrangements for an
individual pupil, but may also be used to monitor and review the process itself.
4.2 The Transition Profile can be used as a pupil-focused planning and monitoring tool at
various points in the process. For example, it can be used before a school move to identify
areas of focus for the pupil with regard to developing new skills. It can also suggest where
support should be directed. Immediately before transition, it can be used to identify
possible IEP target areas. Once the pupil is in the new school, it can be used intermittently
to review progress.
4.3 In Appendix 4 there is a front cover which can be added to the Transition Profile when
using it for reviews.
Alison Lee and Lesley Schofield (Staffordshire EPS) and staff at Cicely Haughton School
August 2009
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Class team identifies
pupil as candidate
for reintegration
Parents do not
agree - defer
process - involve
Family Links
Coordinator (FLC)
TRANSITION PROCESS – A FLOW CHART
Pupil in
Year 5
Share/discuss information with
parents/carers
Parents agree - CT/FLC liaises with
Transition Link Teacher (TLT) - TLT
issues Transition Profile (Form TP,
Appendix 2) - class team completes
Transition Profile
Completed Transition Profile returned
to TLT - complete Record of
Outcomes (Form 1) - decision to
start transition process based on age
or Transition Profile score
TC starts Transition Process
Preliminary Transition Meeting
Preliminary Transition Meeting Initial
Outcomes (Form 2) distributed to
potential Team around Child
End of
assessment
placement
Alison Lee and Lesley Schofield (Staffordshire EPS) and staff at Cicely Haughton School
August 2009
Gather relevant data
(eg NfER Emotional
Literacy Assessment)
If not a Y5 or
assessment
placement, check
whether parents/carers
are in agreement
If necessary, involve
FLC and defer process
until concerns are
addressed
Share/discuss
information with
parents /carers -
explore perceptions
and expectations
(could use NFER
parent questionnaires)
Score and profile will
indicate direction of /
readiness for transition
TLT alerts Transition
Coordinator (TC) &
completes Record of
Outcomes (Form 1) –
shares information at
weekly staff meeting
TC arranges
preliminary meeting to
explore school options
& suggest Team
around Child – include
parents/carers, FLC,
CT & other agencies
as appropriate –
explore how to
involve pupil
TC chairs – agenda
as per Preliminary
Transition Meeting –
Initial Outcomes
(Form 2)
Consider support for
TC in approaching
particular schools
(eg generic special
schools)
Complete &
distribute Form 2
Consider any
feedback
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Approach to school
unsuccessful -
record on
Preliminary
Transition Meeting
Follow-up Outcomes
(Form 3)
Revise individual
programme to reflect
future support needs
Possible school(s) approached
School agrees to
placement in principle
- complete and
distribute Preliminary
Transition Meeting
Follow-up Outcomes
(Form 3)
No options left Preliminary exchange
of information and
planning
School formally
agrees to placement
TEAM AROUND CHILD
TRANSITION MEETING
Arrangements initiated
6 weeks
6-week
Transition
Review Meeting
6 weeks
12-week/end-of-term review
meeting - decision point
Feeder school withdraws support
6 weeks
Alison Lee and Lesley Schofield (Staffordshire EPS) and staff at Cicely Haughton School
August 2009
TC with support from
Team around Child
where appropriate
(e.g. for generic
special schools) -
parent/carer
involvement
throughout
TC arranges Transition
Meeting, to include
parents/carers and
Team around Child
TC ensures necessary
data brought to
meeting - see
Transition Meeting
Data Checklist
(Form 4)
See Transition
Meeting Agenda
Complete Transition
Meeting – Record of
Outcomes (Form 5)
Usually there is a
rolling 6-weekly review
cycle with at least 2
reviews once pupil is
attending full time.
Full team around the
child or key people as
appropriate - see
Transition Review
Meeting Agenda
Complete Transition
Review Meeting -
Record of Outcomes
(Form 6)
Usual point at which
receiving school takes
control of process
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Alison Lee and Lesley Schofield (Staffordshire EPS) and staff at Cicely Haughton School
August 2009
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PUPILS BEING CONSIDERED FOR TRANSITION - RECORD OF OUTCOMES
Pupil Data Action
Name DOB Class
Teacher
Transition
Profile Score
Referred to
Transition
Coordinator
(date)
Alison Lee and Lesley Schofield (Staffordshire EPS) and staff at Cicely Haughton School
August 2009
Other
Form 1
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Alison Lee and Lesley Schofield (Staffordshire EPS) and staff at Cicely Haughton School
August 2009
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PRELIMINARY TRANSITION MEETING – INITIAL OUTCOMES Form 2
This summary is to inform you of suggested transition options for the following pupil. No
action is required on your part. However, if you have any relevant information, please
contact the Transition Coordinator ____________________________ by _______________
Please note that schools listed have not yet been approached. You will be notified when a
school has agreed in principle to a placement.
Date of Meeting:
School:
Pupil name: Date of Birth: CAF: YES/NO
(If no, consider if needed.)
Participants:
Direction of Transition: Mainstream Special
SCHOOL OPTIONS TO EXPLORE
School (plus feeder if appropriate) Comments (e.g. basis for choice)
1.
2.
3.
Next action(s) required:
NATURE OF PROPOSED FAMILY LINKS COORDINATOR (FLC) INVOLVEMENT:
SUGGESTED ‘TEAM AROUND THE CHILD’:
Name Role Contact details
Copies to: School Parents Assessment Team EP Others in TaC
Alison Lee and Lesley Schofield (Staffordshire EPS) and staff at Cicely Haughton School
August 2009
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Alison Lee and Lesley Schofield (Staffordshire EPS) and staff at Cicely Haughton School
August 2009
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PRELIMINARY TRANSITION MEETING – FOLLOW-UP OUTCOMES Form 3
This notification is to keep you informed of progress in exploring transition options for the
following pupil. No action is required on your part. However, if you would like further
information, or have any information to offer, please contact the Transition Coordinator
_______________________________ by _____________________________
Date:
School:
Pupil name: Date of Birth:
SCHOOL OPTION(S) EXPLORED:
1.
2.
3.
School (plus feeder if appropriate)
NEXT ACTION REQUIRED:
Either:
Proceed with preliminary exchange of
information and planning
Agreement to placement in principle? YES/NO
Or:
Call another meeting to identify
further school options
CHANGES TO FAMILY LINKS COORDINATOR (FLC) INVOLVEMENT:
(Complete if required.)
CHANGES TO SUGGESTED ‘TEAM AROUND THE CHILD’
(Suggested changes usually arise if an identified school is covered by different support staff.)
Name (and contact details if addition) Role REMOVE ADD
Copies to: School Assessment Team EP Parents Others in TaC
Alison Lee and Lesley Schofield (Staffordshire EPS) and staff at Cicely Haughton School
August 2009
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Alison Lee and Lesley Schofield (Staffordshire EPS) and staff at Cicely Haughton School
August 2009
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TRANSITION MEETING – DATA CHECKLIST Form 4
Pupil name: Date of Birth:
Current School: Identified School:
Data
Pupil profile (general) – interests,
strengths and areas for
development, preferably compiled
in partnership with pupil and
parents/carers
Information about learning levels
(SATs results; teacher
assessments etc)
Information about identified SEN -
current and previous IEPs
Information about identified SEN –
reports e.g. SENSS/EP/ SALT/
CAMHS
Examples of pupils’ work in core
subjects and information to
support continuity and progression
in the curriculum
Information about approach to
learning / learning style / response
to teaching style etc
Transition Profile scores / NfER
Emotional Literacy scores / other
BESD information
Any safeguarding issues
Further information/comments:
From
whom?
Provided?
YES/NO
Comments
Copies to: School Assessment Team EP Parents Others in TaC
Alison Lee and Lesley Schofield (Staffordshire EPS) and staff at Cicely Haughton School
August 2009
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Alison Lee and Lesley Schofield (Staffordshire EPS) and staff at Cicely Haughton School
August 2009
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CONTEXT
TRANSITION MEETING AGENDA
The Transition Meeting is the central opportunity for key personnel to share the information that will
help a pupil to make a successful move to a new educational setting. There are significant benefits
from bringing people together, but it may be viewed as a time-costly proposal. It is therefore vital
that the Transition Meeting is well organised, efficiently run, and productive for all concerned. Prior
planning and a clear agenda will pay dividends.
PREPARATION
Prior to the meeting:
Invite relevant people. It is important to involve all key players who will be supporting the
pupil, whilst recognising that too large a meeting will be impractical and probably less
productive. Include:
o Parents/carers
o Pupil. Consider how to prepare the pupil and obtain their views. It is likely to be too
daunting for most pupils to attend a full Transition Meeting, but their input is vital.
Consider ways in which the pupil could be involved, perhaps through partial
attendance, or by giving their views via an adult representative. Also plan how and
when feedback will be given.
o Representatives from the current setting who will be able to share and highlight the
most pertinent information - e.g. Transition Coordinator; class teacher; head teacher;
care staff; Family Links Coordinator. Talk to significant staff and decide who should
attend. Parents/carers may have a view on this.
o Representatives from the receiving school who will be able to share and highlight
pertinent information, and ensure that this is efficiently shared with other colleagues -
e.g. class teacher/form tutor; pastoral head; SENCo; head teacher..
o Bridging staff who can support the transition and provide some continuity for the pupil
and family - e.g. Transition Coordinator; Behaviour Support staff (primary and
secondary); educational psychologist (current and receiving school); social worker.
Compile information. The Data Checklist (Form 4) suggests information that may be helpful.
o Try to ensure a positive and realistic view. Avoid focusing solely on negative issues.
o Some information will be appropriate for sharing with everyone at the meeting. Some
will only be relevant to certain attendees.
o Decide which information is helpful and succinct and can be read/considered at the
meeting.
o More detailed information may be referenced and made available for those who need
it.
o Ensure that you have permission (from the author and from parents/carers) to share
reports at the meeting.
o Consider compiling a summary of the key players and their details. This would
certainly include the Team around the Child, but might extend to other involved
agencies or support staff. (See example in the Transition Toolkit.)
Arrangements. Decide venue, timings and agenda, and communicate these.
Alison Lee and Lesley Schofield (Staffordshire EPS) and staff at Cicely Haughton School
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AGENDA
Aims/purpose of the meeting
The Transition Meeting is the central opportunity for key personnel to share the information that will
help a pupil make a successful move to a new educational setting.
Who’s who
Who is present at the meeting? Who else will be involved in transition planning? Possible use of
personnel/contact list – or make signing-in sheet the contact list.
Current picture
What is going well and any recent successes
Any issues/concerns/areas of focus
Strategies/approaches in place
Transition arrangements/proposals
Preparing pupil
This could include:
o ‘We’re Moving On’ programme activities (Staffordshire Behaviour Support Team)
o Information (e.g. map/pictures of new school/staff)
o Links with others who are moving to the same setting (e.g. direct contact/letters)
o Visits (with key adult from current school; use of transitional objects i.e. pupil brings something
tangible away from the setting e.g. piece of work/photos)
o Shared activities (e.g. attend club/talk to current pupil in new school)
o Practice the journey to new school
o Use/practice of scripts to help answer questions about reasons for being at/time at current school
(especially when moving to a mainstream setting)
o Preparing for change/importance of saying goodbyes (compile memory book; say goodbye to
individuals; plan over time – not all to be done on same day)
Preparing parents/carers
o Information
o Links with receiving school (letters/points of contact)
o Visits
o Shared activities (invite to events at the new school)
Preparing receiving staff
o Opportunities for exchange of information re pupil (data brought to Transition Meeting by staff at
current school; identification of other information that would be helpful)
o Opportunities for exchange of information re support arrangements
o Curriculum links
o Meeting Transition Coordinator
o Identify new ‘key adult’ and arrange for this person to visit pupil in current school
o Identify potential staff training needs (e.g. ASD; attachment; meeting BESD needs) and ensure
that these are addressed prior to transfer if possible
Arrangements for arrival
o Points of contact – regular opportunities to meet new key adult
o Support with personal organisation – following school routines and timetable; finding way around
o Ensure availability of a ‘safe haven’ for times of stress
o Consider use of Buddies and/or Circle of Friends
o Consider visits from key adult in former school (September and December) – former key adult
‘signs off’ by sending card in January – pupil may send information back to former school via adult
Transition timetable
o Plan timetable collaboratively
o Agree how to share timetable and plans with others who may be able to add support
o Agree how progress with the transition will be communicated to all parties
Alison Lee and Lesley Schofield (Staffordshire EPS) and staff at Cicely Haughton School
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TRANSITION MEETING – RECORD OF OUTCOMES Form 5
Pupil name: Date of Birth:
Current School: Identified School:
Present:
Current Picture:
Summary of Discussions
Preparing pupil:
Preparing parents/carers:
Preparing receiving staff:
Arrangements for arrival:
Transition timetable:
Further information/comments:
Next Actions Who?
Copies to: School Assessment Team EP Parents Others in TaC
Alison Lee and Lesley Schofield (Staffordshire EPS) and staff at Cicely Haughton School
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Alison Lee and Lesley Schofield (Staffordshire EPS) and staff at Cicely Haughton School
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CONTEXT
TRANSITION REVIEW MEETING AGENDA
The Transition Review Meeting is the opportunity for key personnel to reflect on the success of the
pupil’s move to a new educational setting, and to consider what, if any, support arrangements need
to be maintained or adapted. There will be benefits from bringing people together, but it may not
be necessary to involve as many people as were present for the Transition Meeting.
PREPARATION
Prior to the meeting:
Invite relevant people. It is important to involve key players, particularly those who have
played a critical role in supporting the transition. Include:
o Parents/carers
o Pupil. Consider how to prepare the pupil and obtain their views. If the meeting is not
too large, a pupil may feel able to participate. However, if it is too daunting for the
pupil, it is still vital to obtain their input. Consider ways in which the pupil could be
involved, perhaps through partial attendance, or by giving their views via an adult
representative. Also plan how and when feedback will be given.
o Representatives from the current (receiving) setting who will be able to share and
highlight the most pertinent information - e.g. pastoral staff; SENCo; head teacher.
Talk to significant staff and decide who should attend. Parents/carers may have a view
on this.
o Representatives from the previous school (e.g. Transition Coordinator; Family Links)
who will be able to collate pertinent information for analysis/reflection, and for sharing
with interested colleagues.
o Bridging staff who have supported the transition and who may continue to support the
pupil and their family - e.g. Behaviour Support staff; educational psychologist (current
school); social worker.
Compile information.
o Try to ensure a positive and realistic view. Avoid focusing solely on negative issues.
o Arrange for school staff to complete the Transition Profile and ensure that both pre and
post summaries are available at the meeting.
o Talk to others to establish whether there is additional information that is needed to
inform the meeting.
Arrangements. Decide venue, timings and agenda, and communicate these.
Alison Lee and Lesley Schofield (Staffordshire EPS) and staff at Cicely Haughton School
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AGENDA
Aims/purpose of the meeting
The Transition Review Meeting is the opportunity for key personnel to reflect on the
success of a pupil’s move to a new educational setting, and to consider what, if any,
support arrangements need to be maintained or adapted.
Who’s who?
Who is present at the meeting? Apologies.
Current picture
What is going well and any recent successes
Any issues/concerns/areas of focus
Strategies/approaches in place
Review of transition arrangements
Preparing pupil
o Were all strategies/elements put in place?
o If not, why not?
o What elements were most helpful/beneficial?
o Lessons learned?
Preparing parents/carers
o Were all strategies/elements put in place?
o If not, why not?
o What elements were most helpful/beneficial?
o Lessons learned?
Preparing receiving staff
o Were all strategies/elements put in place?
o If not, why not?
o What elements were most helpful/beneficial?
o Lessons learned?
Arrangements for arrival
o Were all strategies/elements put in place?
o If not, why not?
o What elements were most helpful/beneficial?
o Lessons learned?
Transition timetable
o Was planned timetable implemented?
o Did timetable work well?
Outstanding issues
o What support is currently in place?
o Is this meeting current needs?
o Are there plans to change this support? How?
o Future monitoring arrangements
Alison Lee and Lesley Schofield (Staffordshire EPS) and staff at Cicely Haughton School
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TRANSITION REVIEW MEETING – RECORD OF OUTCOMES Form 6
Pupil Name: Date of Birth:
Current School:
Date of Meeting:
Checks Yes/No Comments
Transition profile completed and
outcomes shared
Current school staff feel pupil
has settled
Support staff feel pupil has
settled
Parents/carers feel pupil is
settled
Pupil feels settled
Future support arrangements
agreed
Monitoring arrangements in
place for future
Status of ‘Team around the Child’:
Other information:
Copies to: School Assessment Team EP Parents Others in TaC
Alison Lee and Lesley Schofield (Staffordshire EPS) and staff at Cicely Haughton School
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Alison Lee and Lesley Schofield (Staffordshire EPS) and staff at Cicely Haughton School
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USEFUL RESOURCES
1. BILD Transition Toolkit
This publication contains information, guidance, checklists and strategies which relate to transition.
Section 2 - Templates available to copy, use and/or adapt:
Pupil profile p29-32
This gives a snapshot of the pupil and key information. It includes personal details, tried
and tested behavioural strategies, communication strategies, toileting, sensory issues,
general information
Summary of transition and key stakeholders p35
Gives a tick box for the type of transition and a grid indicating ‘stakeholders’, their role,
name and contact details. - (Comment – the list is not necessarily helpful. It may be better
to have a blank grid for a personalised list.)
Identified training needs and support for staff p39
Gives a grid with headings as follows: ‘Training for’, ‘Type of training/support’, ‘Training
provider’, ‘Date of delivery and notes’.
Pupil information relevant to the transition p43-45
Covers number of areas as follows: personal strengths and difficulties, communication,
social skills, curriculum strengths and difficulties, level of support needed, extra-curricular
activities, reports available from other agencies.
Key strategies and resources for this transition p49
Gives possible list of strategies and/or resources and space to indicate who will take
responsibility for these.
Transition timetable and action plan summary p53
This takes the form of a grid with columns for: date, action, action by, notes and signature.
Section 4 – Strategies and guidelines for successful transitions:
Social Stories p99
Comic Strip Conversations p104
Pupil passports p106
Further strategies p118
o Additional visits to schools p118
o Buddy system p119
o Circle of Friends p120
o Personal booklet of new information (could be CD or film) p122
o Visual aids p122
Section 5 – Literature review (June 2003) on managing change and transitions for children with
ASD up to age 12. This is particularly focused on autism. It references DfES Good Practice
Guidelines. Most relevant bits are on p136-138
2. Staffordshire Behaviour Support Team ‘We’re Moving On’ Programme
The BST has developed a 6-week programme which team members have delivered to Year 6
classes, on request. It provides structured activities in which pupils can explore perceptions, hopes
and fears that they may have about their forthcoming move to a high school. This programme has
been well received by staff and pupils.
3. Emotional Literacy Assessment and Intervention
Published by nferNelson in 2003. Southampton Psychology Service, editor Adrian Faupel.
ISBN 0-7087-0363-1. In the words of the editor:
‘Everything you need to evaluate the emotional literacy of an individual or group of pupils
and then to design an intervention, based on the results of the assessment, to support
pupils in developing their emotional literacy.’
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Alison Lee and Lesley Schofield (Staffordshire EPS) and staff at Cicely Haughton School
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APPENDIX 1
Moving On – A Framework for Supporting Transitions
Contents – expanded
o Elements of Effective Transition – Research Background
This summarises some of the key documents, local and national, which were used to
inform the development of this process. It is not a comprehensive literature review but it
does give the pertinent context.
o Transition Process – Step by Step
An overview of the whole process. It reflects the original Cicely Haughton approach and
therefore references particular job titles within that school. Other schools may allocate
responsibilities differently.
The early part of the process is concerned with identifying potential receiving schools and
exploring their suitability and receptiveness. For pupils in BESD settings, this can be a
major challenge and time allocated to this part of the process has been perceived by staff
as time well spent. For Cicely Haughton School, this part of the process was often
undertaken in relative isolation, and it is suggested that for some ‘difficult to place’
youngsters, early input from other support agencies can make a significant difference to the
responses of schools approached.
For some pupils, the first part of the process is compressed as there are few issues or
concerns around the identification of the receiving school.
The main ‘Transition Meeting’ follows good practice procedures as encompassed in
guidance on the ‘Team around the Child’.
o Transition Process – Flow Chart
A flow-chart summary of the whole transition process.
The shaded boxes to the right of the flow chart give explanatory notes.
o Pupils Being Considered for Transition – Record of Outcomes
This form is particularly useful in settings where there may be significant numbers of pupils
needing transition support and where there is a consequent need to plan and prioritise that
support.
o Preliminary Transition Meeting – Initial Outcomes
This is for exploring the direction of transition with all key parties and then identifying what
options are available for consideration. It prompts early discussion of who else might be
able to support the process and who should be aware that it has been initiated.
o Preliminary Transition Meeting – Follow-up Outcomes
This records the outcomes of the enquiries/approaches to schools that were identified in
the preliminary meeting.
o Transition Meeting – Data Checklist
Intended as a prompt/aide-memoire - see explanation in ‘Preparation’ section of Transition
Meeting Agenda.
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o Transition Meeting Agenda
This comprises guidance for preparation and running of the meeting. It covers all aspects
identified in the background research papers. This is the core element of the process.
o Transition Meeting – Record of Outcomes
This form provides a further prompt for the meeting as well as being a tool for recording key
information.
o Transition Review Meeting Agenda
This comprises guidance for preparation and running of a review meeting. It revisits the
aspects addressed in the transition meeting and encourages reflective practice.
o Transition Review meeting – Record of Outcomes
This form provides a further prompt for the meeting as well as being a tool for recording key
information.
o Useful Resources
This is just a reference to some key resources. There are many more.
o Appendix 2 - Transition Profile for Pupils with Behavioural, Emotional and Social
Difficulties (Form TP)
This is not just a ‘transition’ profile. It is an assessment tool that considers five areas of
development that impact on a pupil’s attitude and approach to learning. It uses positively
phrased statements which can be used to formulate individual targets for pupil
programmes. The project explored options for staff completing profiles (individually and
then collated; as a whole staff team; key staff pairs).
The rating scales can be used as pre and post intervention measures.
Although the front page references the author’s use of an overall score as an indication of
readiness for a mainstream school environment, it is recognised that this is a crude usage
of a tool that provides far greater scope for analysis.
The profile is used routinely by both Cicely Haughton School and Loxley Hall School –
affording the opportunity to monitor across settings.
o Appendix 3 – CHS Transition Follow-Up ( forms)
Copies of the semi-structured interview schedules which were used to gather information
on a cohort of pupils who had left Cicely Haughton School. The information gathered
informed this document. The framework could be adapted and used by other schools to
monitor the effectiveness of their own transition work.
o Appendix 4 – Alternative front page for Transition Profile
This is an alternative front page for use when the Transition Profile is used for follow-up.
Alison Lee and Lesley Schofield (Staffordshire EPS) and staff at Cicely Haughton School
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APPENDIX 2
Transition profile for pupils with behavioural, emotional and
social difficulties
The profile considers five main areas:
Self-control and management of behaviour
Social skills
Self-awareness and confidence
Skills for learning
Approach to learning
Allocate a score of between 1 and 4 to each of the statements as follows:
1= rarely fulfils this criterion
2= sometimes fulfils this criterion
3= frequently fulfils this criterion
4= almost always fulfils this criterion
The numerical score at the end of each main area is totalled and plotted on the
grid with a maximum score of 312. The profile will indicate areas of relative
strength as well as areas for further development. The profile can therefore be
used to inform IEP targets, track progress and inform planning for transition.
An overall score of 218 (70%) or above gives an indication that the pupil may
be ready for transition into a mainstream classroom.
This profile is based on materials developed by Rebecca Doyle (2001) and Jane
McSherry (1999).
Alison Lee and Lesley Schofield (Staffordshire EPS) and staff at Cicely Haughton School
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Form TP
33

1.Self control and management of behaviour
Can accept discipline without argument or sulking
Can arrive in classroom and settle down quietly and appropriately
Does not leave the room without permission
Can accept changes to plans or disappointment with an even temper
Shows some self-discipline when others try to encourage deviation
Is aware of normal sound levels and can be reminded of them and
respond appropriately
Does not seek confrontation during unstructured times e.g. break
Behaves in a socially acceptable manner in public e.g. outings
Can maintain appropriate levels of behaviour when the class routine is
disrupted
Will abide by the accepted rules of an organised group game
Behaves appropriately in all areas of the school building
Goes to and stays in designated areas when requested
e.g. playground, hall etc.
Controls emotions appropriately when faced with difficulties
e.g. does not fight; strike out immediately; run away and hide or become
excessively withdrawn
Score: /52
Action plan
Immediate
Long term
Other issues to note
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
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2. Social skills
Can cope with large numbers of people
Can accept that teacher time needs to be shared
Can ask a question and wait for the answer
Can take turns in question and answer sessions
Has appropriate communication skills e.g. talking, asking questions and
listening
Can work alongside others in a group situation without disruption
Interacts and plays in a positive way with peers
Apologises without reminder
Asks permission to use objects belonging to another person
Shows empathy for and comforts other playmates in distress
Chooses own friends and maintains reciprocal friendships
Makes and accepts normal physical contact with others
Accommodates other children who ask to join an activity
Is self-reliant in managing own hygiene and basic needs
Shows genuine interest in the news or activities of another child
Contributes actively to play with two or more children
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
Shows variation in the roles undertaken during co-operative play e.g. is
not always in the role of the dominant character etc.
1 2 3 4
Engages in appropriate conversation with another child,
exchanging information and using appropriate dialogue
1 2 3 4
Addresses adults and children appropriately by name with eye contact 1 2 3 4
Shares legitimately required equipment with another pupil
1 2 3 4
Action plan
Immediate
Long term
Other issues to note
Score: /80
Alison Lee and Lesley Schofield (Staffordshire EPS) and staff at Cicely Haughton School
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3.Self -awareness and confidence
Willing to ask for help
Can accept responsibility for his/her actions without denial
Can acknowledge own problems and is willing to discuss them
Can risk failure
States feelings about self e.g. angry. happy, sad
Maintains appropriate eye contact
Contributes to class discussions
Participates in group work, making constructive suggestions and
adapting ideas
Responds appropriately to stories, identifying the characters e.g. funny,
scary, bad, kind
Participates in large class activities e.g. dance, role plays, performances
Accepts public praise and congratulation appropriately e.g. when good
work is shown to peers etc.
Shows pride in achievements and presentation of work
Has esteem for self
Action plan
Immediate
Long term
Other issues to note
Score: /52
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
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4. Skills for learning
Can work alone without constant attention, for brief periods
1 2 3 4
Can listen to explanations and instructions and attempt to act on them 1 2 3 4
Understands the structure within the day
1 2 3 4
Understands the roles of the teacher and other adults in school
Understands the structure of discipline: what happens if he/she does not
complete work, does not conform to playground rules etc.
Understands that there are different places for lessons other than the
classroom e.g. library, gym, hall, etc. and behaves appropriately
Can constructively use unstructured time in the classroom
Can organise him/herself if help is not available
Responds appropriately to personal request from teacher
Will work alongside another pupil without attempting any distractions
Can organise the materials needed for a task and clear them away
appropriately
Shows appropriate levels of curiosity when changes to the normal
routines are observed
Reading and numeracy up to a level that can be coped with in a
mainstream classroom given reasonable support
Shows a willingness to improve own literacy and numeracy
Can read sufficiently well to understand basic instructions needed for
completion of tasks
Has developed some self-help strategies (at own level) e.g. using
reference materials such as word banks
Does not get up and wander around classroom without purpose
Needs a mainstream curriculum
Does not get impatient if help is not immediately forthcoming
Is willing to try to complete a task independently
Pays attention to class discussions and instructions
Action plan
Immediate
Long term
Other issues to note
Score: /84
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
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5. Approach to learning
Is prepared to work in lessons
Uses appropriate language and gestures
Wants to attend a mainstream school
Parents want their child to attend a mainstream school
Is courteous, and shows a positive attitude
Can show a positive interest in lessons
Treats school property with care
Listens with interest to class expectations
Can accept disappointments e.g. when not chosen to participate in an
activity
Will sit appropriately without causing disturbance in both class and
general school areas on request
Shows a sense of humour
Action plan
Immediate
Long term
Other issues to note
Score: /44
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
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Pupil name:
100
90
80
70
60
50
40
30
20
10
RECORD OF PROGRESS TOWARDS TRANSITION
Date of Birth:
SC SS SA S for L A to L
Areas of learning
KEY: SC = Self- control SS = Social skills
SA = Self-awareness S for L = Skills for learning
A to L = Approach to learning
Date:
Date:
Date: Date: Date:
Date:
Date:
Date:
Key: Enter date and colour of pen used for ease of identification
Alison Lee and Lesley Schofield (Staffordshire EPS) and staff at Cicely Haughton School
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Alison Lee and Lesley Schofield (Staffordshire EPS) and staff at Cicely Haughton School
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APPENDIX 3
PUPIL NAME:
RECEIVING SCHOOL:
CHS Transition Follow-up
Information from Transition Coordinator
DoB:
CURRENT YEAR GROUP:
TRANSITION FEEDER
SCHOOL (if applicable):
What support did you, or your CHS colleagues give to the pupil, parents and receiving school
during the transition period? (Information, time, advice etc)
Which elements do you feel were most helpful to:
1. The pupil?
2. The parents/carers?
3. The receiving school?
How do you rate the success of this transition (where 0 is not at all successful and 10 is
extremely successful)?
0 1 2 3 4 5 6 7 8 9 10
Have you any comments to make about the process as it was experienced by this pupil, their
parents and the receiving school? If the transition was problematic or unsuccessful, what do
you feel were the factors that contributed to this?
Alison Lee and Lesley Schofield (Staffordshire EPS) and staff at Cicely Haughton School
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PUPIL NAME:
RECEIVING SCHOOL:
CHS Transition Follow-up
Information from Pupil
DoB:
CURRENT YEAR GROUP:
TRANSITION FEEDER
SCHOOL (if applicable):
How did Cicely Haughton staff support you with your move to this school? (Before? After?)
What support did you find most helpful? Why?
How well do you think you have settled into this school? (0 is not at all well and 10 is extremely
well)
0 1 2 3 4 5 6 7 8 9 10
What is happening that lets you know that you are at this point on the scale?
What has helped you get to this point on the scale?
What would be different if you were one point higher on the scale?
What would have helped (or will help) you to be one point higher on the scale?
Alison Lee and Lesley Schofield (Staffordshire EPS) and staff at Cicely Haughton School
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PUPIL NAME:
RECEIVING SCHOOL:
TRANSITION FEEDER
SCHOOL (if applicable):
CHS Transition Follow-up
Information from Parents/Carers
DoB:
CURRENT YEAR GROUP:
How did Cicely Haughton staff support you during your child’s move to this school? (Before?
After?)
What support did you find most helpful? Why?
How well do you feel your child has settled at this school? (0 is not at all well and 10 is
extremely well)
0 1 2 3 4 5 6 7 8 9 10
What is happening with your child that makes you choose this point on the scale?
What has helped your child get to this point on the scale?
What would be different if your child was one point higher on the scale?
What would have helped (or will help) your child to be one point higher on the scale?
Alison Lee and Lesley Schofield (Staffordshire EPS) and staff at Cicely Haughton School
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PUPIL NAME:
RECEIVING SCHOOL:
CHS Transition Follow-up
Information from Receiving School
DoB:
CURRENT YEAR GROUP:
TRANSITION FEEDER
SCHOOL (if applicable):
What support did you receive from Cicely Haughton School during the transition period?
(Information, time, advice etc)
Which elements of that support do you feel were most helpful to you?
How do you rate the success of this transition (where 0 is not at all successful and 10 is
extremely successful)?
0 1 2 3 4 5 6 7 8 9 10
What factors contributed to the success of this transition?
If this transition was problematic or unsuccessful, what do you feel were the factors that
contributed to this?
Have you any comments to make about the process as it was experienced by your
school?
Alison Lee and Lesley Schofield (Staffordshire EPS) and staff at Cicely Haughton School
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APPENDIX 4
Transition Profile – 12 month follow-up
This profile is designed to provide information about a pupil’s current levels of functioning
following a change of school. This can then be compared with any information gathered prior
to the move.
The profile should be completed by the staff team working directly with the pupil. Options for
managing this include:
Individual staff complete the form independently for collation by a form tutor, pastoral
leader or key worker.
Or
A small group of representative staff meet to produce one consensus profile.
The profile considers five main areas:
Self-control and management of behaviour
Social skills
Self-awareness and confidence
Skills for learning
Approach to learning
Allocate a score of between 1 and 4 to each of the statements as follows:
1= rarely fulfils this criterion
2= sometimes fulfils this criterion
3= frequently fulfils this criterion
4= almost always fulfils this criterion
The numerical score at the end of each main area is totalled and plotted on the grid with a
maximum score of 312. The profile will indicate areas of relative strength as well as areas for
further development. The profile can therefore be used to inform IEP targets, track progress
and inform planning.
This profile is based on materials developed by Rebecca Doyle (2001) and Jane McSherry
(1999).
Alison Lee and Lesley Schofield (Staffordshire EPS) and staff at Cicely Haughton School
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Lesley Schofield
Educational Psychology Service
ion Division
Seabridge Centre
Ash Way (off Seabridge Lane)
Newcastle-under-Lyme
ST5 3UB
Tel: 01782 297524
Fax: 01782 297523
Email:lesley.schofield@staffordshire.gov.uk
An electronic copy of this document can be found at
http://education.staffordshire.gov.uk/pupilsupport/SEN
If you, or someone you know, would like a copy of this booklet in large print, Braille, on
audio tape or in a different language please contact the above address.
Staffordshire County Council © 2010