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

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1.Self control and management of behaviour Can accept discipline without argument or sulking Can arrive in classroom and settle down quietly and appropriately Does not leave the room without permission Can accept changes to plans or disappointment with an even temper Shows some self-discipline when others try to encourage deviation Is aware of normal sound levels and can be reminded of them and respond appropriately Does not seek confrontation during unstructured times e.g. break Behaves in a socially acceptable manner in public e.g. outings Can maintain appropriate levels of behaviour when the class routine is disrupted Will abide by the accepted rules of an organised group game Behaves appropriately in all areas of the school building Goes to and stays in designated areas when requested e.g. playground, hall etc. Controls emotions appropriately when faced with difficulties e.g. does not fight; strike out immediately; run away and hide or become excessively withdrawn Score: /52 Action plan Immediate Long term Other issues to note 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 Alison Lee and Lesley Schofield (Staffordshire EPS) and staff at Cicely Haughton School August 2009 34
2. Social skills Can cope with large numbers of people Can accept that teacher time needs to be shared Can ask a question and wait for the answer Can take turns in question and answer sessions Has appropriate communication skills e.g. talking, asking questions and listening Can work alongside others in a group situation without disruption Interacts and plays in a positive way with peers Apologises without reminder Asks permission to use objects belonging to another person Shows empathy for and comforts other playmates in distress Chooses own friends and maintains reciprocal friendships Makes and accepts normal physical contact with others Accommodates other children who ask to join an activity Is self-reliant in managing own hygiene and basic needs Shows genuine interest in the news or activities of another child Contributes actively to play with two or more children 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 Shows variation in the roles undertaken during co-operative play e.g. is not always in the role of the dominant character etc. 1 2 3 4 Engages in appropriate conversation with another child, exchanging information and using appropriate dialogue 1 2 3 4 Addresses adults and children appropriately by name with eye contact 1 2 3 4 Shares legitimately required equipment with another pupil 1 2 3 4 Action plan Immediate Long term Other issues to note Score: /80 Alison Lee and Lesley Schofield (Staffordshire EPS) and staff at Cicely Haughton School August 2009 35
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 and 30: USEFUL RESOURCES 1. BILD Transition
Page 31 and 32: APPENDIX 1 Moving On - A Framework
Page 33: APPENDIX 2 Transition profile for p
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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