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

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PUPIL NAME: RECEIVING SCHOOL: CHS Transition Follow-up Information from Pupil DoB: CURRENT YEAR GROUP: TRANSITION FEEDER SCHOOL (if applicable): How did Cicely Haughton staff support you with your move to this school? (Before? After?) What support did you find most helpful? Why? How well do you think you have settled into this school? (0 is not at all well and 10 is extremely well) 0 1 2 3 4 5 6 7 8 9 10 What is happening that lets you know that you are at this point on the scale? What has helped you get to this point on the scale? What would be different if you were one point higher on the scale? What would have helped (or will help) you to be one point higher on the scale? Alison Lee and Lesley Schofield (Staffordshire EPS) and staff at Cicely Haughton School August 2009 42
PUPIL NAME: RECEIVING SCHOOL: TRANSITION FEEDER SCHOOL (if applicable): CHS Transition Follow-up Information from Parents/Carers DoB: CURRENT YEAR GROUP: How did Cicely Haughton staff support you during your child’s move to this school? (Before? After?) What support did you find most helpful? Why? How well do you feel your child has settled at this school? (0 is not at all well and 10 is extremely well) 0 1 2 3 4 5 6 7 8 9 10 What is happening with your child that makes you choose this point on the scale? What has helped your child get to this point on the scale? What would be different if your child was one point higher on the scale? What would have helped (or will help) your child to be one point higher on the scale? Alison Lee and Lesley Schofield (Staffordshire EPS) and staff at Cicely Haughton School August 2009 43
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 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: APPENDIX 3 PUPIL NAME: RECEIVING SC
Page 45 and 46: APPENDIX 4 Transition Profile - 12

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

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