Supporting your child during transitions

• Children and young people with SEND should have a transition planning meeting with their current education setting.
• At this meeting you should make a formal plan and document what is going to happen, when and who is going to do it.
• The setting may arrange some activities and things that can be done at home.
• You may also want to speak to the new setting to check they have a plan in place.
• If your child has an EHC Plan there will be a specific review of the EHC Plan. This is called a Key Stage (Phase) Transfer or Transition review. This  is held in the summer term of the year before the transfer is due to happen. At this point you will not know the new setting but it will be important to plan for the move once the new setting is known.
• The Annual review of the Education, Health and Care (EHC) plan provides information on the EHC Plan Key Stage Transfer review.

Transition to or preparing for adulthood is a major event in any child's life. Formal planning will start in year 9. Find information about aspects of starting adult life, including work, study, health and money in our Preparing for Adulthood pages.

• Talk positively and openly about the change.
• Check what they would like to happen and how they want to be supported.
• Ask them to talk about, draw or make a list of the things they're looking forward to and things that they are worried about. Try to find answers for any concerns they raise.
• Find out whether they know anyone at the new setting. Encourage them to talk to them.
• Talk about leaving the current setting, how this might feel and make sure they can say a proper 'goodbye'. You could make a book of memories of the setting they are leaving. Explain that they can keep in touch with their friends/peers that they are leaving behind.
• Work out the new routine and talk about it. Create a visual timetable. This might include preparing them for the journey to and from school. Practice the journey.
• Prepare equipment and uniform needed. Get them to try the new things and make sure there are no issues.
• Talk to them about any specific school rules you know about that might be new and what the school day looks like.
• Use visual supports such as Carol Gray's social stories to explain what will happen step by step.
• Consider taking photos of your child in the new setting, as well as photos of the different areas within the school or college, including key staff. This may help your child feel reassured and familiar with their new setting and give them an idea who they can go to when they need extra help or guidance.

Work with the current setting to create a 'one-page' profile to share with staff at the new setting. This could include your child’s:

• likes, dislikes
• interests
• strengths
• best ways to communicate with them
• what worries or upsets them
• what works well in their current setting
• what you can do to help them.

You can also:

• check the current setting has arrangements to share information about your child's needs and the strategies/support needed for them. Check the new setting receive this and will use it
• ask the setting to contact you at a time you know you can speak freely or arrange to have a meeting on your own, if you have sensitive issues or questions that you don't want to discuss in front of your child
• check whether there are any activities running for transitioning, such as extra induction days and specific 'settling' activities
• contact other parents/carers of children at the same setting so that you can share information and support each other. If you don't know anyone, ask the setting if they can put you in touch with others
• join local social networks and support groups
• read books about moving to a new school with your child. This may encourage them to ask questions or talk about their feelings.

If your child is starting primary school they may like to play the BBC Bitesize My First Day at School Game.

It may take time for your child to settle into their new setting and routine. This is normal for children and young people with SEND.

• Be patient and let your child know you are there for them.
• Ask them about their day and allow time and space for them to communicate with you.
• Encourage them to think about what has gone well. Listen to any concerns and help them work through these.
• Share any new information that will help the setting to adjust support and help your child settle. Be mindful that older children might want to be independent and work things out for themselves.
• Share any signs of extreme distress due to the move with their teacher, Head of Year or the Special Educational Needs Co-ordinator (SENCO) who will work with you to resolve the issues.

Further support and guidance is available on:

• Childline - moving schools
• Contact For families with disabled children - top tips to help when your child changes school.