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

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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