1 year ago

Needs Code February 2017


advance. This will help

advance. This will help the new class/setting to prepare the child or young person with transition. 17.14 Transitions work best when they are planned well in advance with the needs of the child or young person placed at the centre. There should be a focus on the long term, with effective action planning and preparing for transitions. As part of this, institutions should consider how they can meet the child or young person’s needs. 17.15 A number of methods can be used to support transition. They can include: Visits to the new class or setting and meeting the relevant members of staff; Transition booklets – which might contain photos so that children and young people can become familiar with staff, the rooms, the layout; and Using a buddy system; 17.16 A successful transition involves enabling the child, child’s parent and young person to make an informed decision and then preparing the child, child’s parent or young person and the setting for that transition and providing additional support as required. When considering transition, relevant professionals will need to be identified and involved. 17.17 Once a decision is made about the child or young person’s next steps, there should be clear actions with clear responsibility to help the child or young person make a successful transition. It is important to bear in mind that the child’s or young person’s interests and aspirations and the options open to them can change, therefore the actions might need to change in light of this. 17.18 Planning for transitions should involve: Encouraging children, children’s parents and young people to consider the transition they want to make; Identifying potential barriers to a smooth transition and considering appropriate responses to that. This might include providing information and advice to children, children’s parents and young people and working with them to empower them to build their skills and resilience; Exchanging information between settings, alongside transferring the IDP (see Chapter 16); Encouraging children and young people to participate in bridging activities where appropriate, such as meeting relevant staff, experiencing new settings etc.; Making preparations before the transition – which might include physical adaptions, changing working practices and changes in workforce (such as recruitment and training). Page | 160

17.19 Where a child or young person is making a transition between classes or phases, the setting should consider the ability for the new member of teaching staff to meet the child’s or young person’s ALN. The ALNCo might need to support the member of teaching staff in this. Where this is in a school, this should form part of the School Development Plan. Transitions between specific settings 17.20 The general principles should help inform and support a smooth transition. This sub-section provides guidance in relation to specific transitions. Pre school – School: 17.21 It can be a big step for a child when they are making a transition into school. In order to ease this transition local authorities and schools might consider arranging introductory meetings. These introductory meetings might include the child, the child’s parents and the pre–school setting, it might also involve a health visitor when necessary. Good practice examples A child with ALN is due to transfer from a nursery provider to a primary school. Parents are invited and actively encouraged to attend a session a week over six weeks at the new school, with each session lasting 30 minutes (three hours in total). The sessions are led by staff from the nursery provider and the primary school ALNCo. These sessions aim to and can help develop relationships and allow the parents to discuss their child’s needs and any concerns they have. This can support the creation of a one page profile for the child and the preparation or revision of the child’s IDP before they start school. The input of the parents sits alongside information taken directly from the child to inform the one page profile and the IDP more widely. This offers the opportunity to develop a staged transition with personal actions and allows for ALP and wider support to be provided immediately. A child with congenital ataxia which affects their physical development, core stability and speech attends a pre-school setting three times a week. The local authority initiates contact with parents to plan for the child’s transition into primary school. An initial visit is made to the pre-school setting by a Foundation Phase ALN Advisory Teacher to meet the child and discuss the child’s case with relevant staff. A term prior to the child commencing school, the parents are invited to a review meeting to discuss the IDP where they are able discuss the child’s needs and their hopes for the child’s placement. At this meeting the relevant pre school staff and primary school staff attend and an action plan for a phased transition is planned and noted in the IDP. Page | 161

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