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 30
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. Alison Lee and Lesley Schofield (Staffordshire EPS) and staff at Cicely Haughton School August 2009 31
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 and 28: TRANSITION REVIEW MEETING - RECORD
Page 29: USEFUL RESOURCES 1. BILD Transition
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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