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

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
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