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

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
August 2009
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