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

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Alison Lee and Lesley Schofield (Staffordshire EPS) and staff at Cicely Haughton School August 2009 28
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.’ Alison Lee and Lesley Schofield (Staffordshire EPS) and staff at Cicely Haughton School August 2009 29
Page 1 and 2: Moving On A framework for supportin
Page 3 and 4: MOVING ON - A framework for support
Page 5 and 6: Research background Elements of Eff
Page 7 and 8: 1. Stage 1 - Initiating the process
Page 9 and 10: 3.5 The implementation of arrangeme
Page 11 and 12: Approach to school unsuccessful - r
Page 13 and 14: PUPILS BEING CONSIDERED FOR TRANSIT
Page 15 and 16: PRELIMINARY TRANSITION MEETING - IN
Page 17 and 18: PRELIMINARY TRANSITION MEETING - FO
Page 19 and 20: TRANSITION MEETING - DATA CHECKLIST
Page 21 and 22: CONTEXT TRANSITION MEETING AGENDA T
Page 23 and 24: TRANSITION MEETING - RECORD OF OUTC
Page 25 and 26: CONTEXT TRANSITION REVIEW MEETING A
Page 27: TRANSITION REVIEW MEETING - RECORD
Page 31 and 32: APPENDIX 1 Moving On - A Framework
Page 33 and 34: APPENDIX 2 Transition profile for p
Page 35 and 36: 2. Social skills Can cope with larg
Page 37 and 38: 4. Skills for learning Can work alo
Page 39 and 40: Pupil name: 100 90 80 70 60 50 40 3
Page 41 and 42: APPENDIX 3 PUPIL NAME: RECEIVING SC
Page 43 and 44: PUPIL NAME: RECEIVING SCHOOL: TRANS
Page 45 and 46: APPENDIX 4 Transition Profile - 12

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