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Needs Code February 2017


Chapter 17: Transition

Chapter 17: Transition and Preparing for Adulthood Summary 17.1 Children and young people with ALN need to be supported to make a smooth transition between different settings or schools. To ensure this happens, planning and preparing for transition will need to occur well in advance of any move taking place. Preparation for transition will be a key topic for IDP review meetings (see Chapter 14). Transitions within the same setting should also be planned for. 17.2 Young people with ALN will need particular support when they are preparing to leave school or further education. 17.3 This Chapter sets out the arrangements that should be put in place to ensure smooth and effective transitions for children and young people with ALN between the various phases of education, including the use of IDP reviews to support a smooth transition. 17.4 The IDP (see Chapter 11) contains a specific section on transitions which should aid this process. Preparing for adulthood 17.5 Like all children and young people, those with ALN should be supported towards greater independence and employment. With the right support, the great majority of children and young people, can find work, live independently and participate in their community. This message should be delivered to the child, child’s parent or young person where appropriate. The focus on preparing for adulthood should start early and should centre around the child’s or young person’s views, wishes and feelings. All professionals working with them should share high aspirations for the child or young person. 17.6 Schools and FEIs should raise the career aspirations of their ALN students and broaden their employment horizons. Children and young people should be helped to develop their skills and experience and achieve the qualifications and skills they need to succeed in their careers. Transition 17.7 Transitions can refer to the movement between different institutions. Key transitions within a child or young person’s education might include: home to a pre-school setting or school; pre-school setting to reception year; infant school to junior school; primary school to secondary school; secondary school to a FEI or independent special post-16 institutions; within school transitions; Page | 158

transitions in mid year if there is a change in school; transition to and from any specialist setting placements; from education to adult provision, for example to support the young person into employment. 17.8 Transitions can also be the movements, or changes from one position, class, stage, subject or concept to another. These changes can be gradual or sudden and last for differing periods of time. 17.9 For some children and young people transition and change can be particularly challenging. A smooth and successful transition can be achieved by understanding the underlying reasons for these difficulties and having a collection of strategies for staff to use. Smooth transitions can be achieved by discussing the matter with the child, child’s parent or young person. 17.10 Smooth transitions can help the child or young person feel comfortable in their new surroundings. A smooth transition may reduce the stress of change and improve learning and outcomes, minimise disruptive behaviour, reduce exclusions and reduce the risk of a change or transition failing. This can help create a settled learning environment for all children and young people and support staff to undertake their functions. General Principles Key aspects of supporting transition 17.11 Transitions can be an anxious time for all children and young people and their families, but it can be a particularly anxious time for those with ALN. Transitions should be considered when reviewing the IDP. It might be identified at a review meeting that further work is needed to secure a smooth transition. Transition should be considered as a process rather than a specific step. 17.12 As noted in Chapter 11, the IDP provides a space to list suggested possible ALP which might be appropriate in the future, such as when the child or young person attends a new setting. Where the child or young person is attending a new setting, there should be consideration of any required transport in order for the child or young person to attend the new setting. 250 Although the transport arrangements will not form part of the IDP document, it should still be considered at the same time. 17.13 In order to help the transition, the IDP, any further information on the needs of the child or young person, the wider support provided to the child or young person (as well as information on the ALP listed in the IDP) and information on the progress of the child or young person should be shared in 250 Local authorities will be aware of the duties under the Learner Travel (Wales) Measure 2008 and the statutory guidance made pursuant to section 15 of the Measure. Page | 159

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