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

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PUPIL NAME: RECEIVING SCHOOL: CHS Transition Follow-up Information from Receiving School DoB: CURRENT YEAR GROUP: TRANSITION FEEDER SCHOOL (if applicable): What support did you receive from Cicely Haughton School during the transition period? (Information, time, advice etc) Which elements of that support do you feel were most helpful to you? How do you rate the success of this transition (where 0 is not at all successful and 10 is extremely successful)? 0 1 2 3 4 5 6 7 8 9 10 What factors contributed to the success of this transition? If this transition was problematic or unsuccessful, what do you feel were the factors that contributed to this? Have you any comments to make about the process as it was experienced by your school? Alison Lee and Lesley Schofield (Staffordshire EPS) and staff at Cicely Haughton School August 2009 44
APPENDIX 4 Transition Profile – 12 month follow-up This profile is designed to provide information about a pupil’s current levels of functioning following a change of school. This can then be compared with any information gathered prior to the move. The profile should be completed by the staff team working directly with the pupil. Options for managing this include: Individual staff complete the form independently for collation by a form tutor, pastoral leader or key worker. Or A small group of representative staff meet to produce one consensus profile. The profile considers five main areas: Self-control and management of behaviour Social skills Self-awareness and confidence Skills for learning Approach to learning Allocate a score of between 1 and 4 to each of the statements as follows: 1= rarely fulfils this criterion 2= sometimes fulfils this criterion 3= frequently fulfils this criterion 4= almost always fulfils this criterion The numerical score at the end of each main area is totalled and plotted on the grid with a maximum score of 312. The profile will indicate areas of relative strength as well as areas for further development. The profile can therefore be used to inform IEP targets, track progress and inform planning. This profile is based on materials developed by Rebecca Doyle (2001) and Jane McSherry (1999). Alison Lee and Lesley Schofield (Staffordshire EPS) and staff at Cicely Haughton School August 2009 45
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 and 42: APPENDIX 3 PUPIL NAME: RECEIVING SC
Page 43: PUPIL NAME: RECEIVING SCHOOL: TRANS

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