Oxfordshire Educational Psychology Service: Transition Handbook for Learners with SEMH needs

January 2019

Contents

1. Introduction

2. Timeline for Transition

3. Transition Process Guidelines

4. Transition: Thinking Ahead Form

5. Checklist of Duties for Primary Transition Lead

6. Checklist of Duties for Secondary Transition Lead

7. Year 6 SEMH Screening Tool for Transition

8. Information for Transition Form

9. Action Plan for Vulnerable Learners

10. Supporting Documents

11. Appendices

1. IntroductionThe Oxfordshire Educational Psychology Service conducted ongoing research between 2016 and 2018 exploring pupil and staff views on the successes and challenges of transition from primary to secondary school for vulnerable learners, particularly students with social, emotional and mental health needs. This handbook has been produced based on the findings of the research to provide a supportive structure to the transition process. It includes various tools that have been developed by Oxfordshire Educational Psychology Service in partnerships with schools across the county.

Within this handbook you will find the following: Timeline for Transition and Transition Process Guidelines – to give an

overview of the transition process Transition: Thinking Ahead Form – to support thinking about transition for

vulnerable learners, starting in Year 5 A Checklist of Duties - for key primary and secondary staff planning the

transition process Year 6 SEMH Screening Tool for Transition – to support primary staff to

decide who requires an Information for Transition Form Information for Transition Form – to be completed by primary schools (Year 6

teachers) for the identified vulnerable learners in their class Action Plan for Vulnerable Learners – to capture the information shared by

primary and jointly plan transition support for vulnerable learners

There are also a number of supporting documents alongside the tools listed above including:

Top Tips for the Transition of Vulnerable Learners – collated from the literature review and the views of staff involved in the research

Helpful Transition Documents for Vulnerable Learners – supportive documents available from other agencies

Frequently Asked Questions -Transition Year 6 to Year 7

More information about how the process and documents detailed in this handbook have been developed is included in the report ‘Transition from Primary to Secondary School for Vulnerable Learners: a review of literature and practice in Oxfordshire schools’.

We sincerely hope this handbook is a useful tool in supporting transition for vulnerable learners with SEMH needs across Oxfordshire.

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2. Timeline for Transition

Primary

Secondary School

Start of Year 5

Primary to identify vulnerable pupils (including pupils

with EHCPs) who they are most

concerned about for transition.

For each pupil identified, complete ‘Transition: Thinking Ahead

Form’ (section 4) and implement strategies to teach the skills the

pupil will need to be successful at secondary school.

Year 6 (Term 2)

Primary to identify Transition Lead - who will be the secondary

school point of contact and inform Secondary

Lead.

In the Autumn Term use the ‘Year 6 SEMH Screening Tool

for Transition (section 8) to identify pupils who will need an

‘Information for Transition Form’ (section 7).

As early as possible, Secondary schools to start making links with primary

e.g. visits to school/inviting primary schools to attend events at the secondary

etc.

Inform primary of Secondary Transition Lead

or key staff contacts to whom all information collected by primary

schools will be sent (e.g. Head of Year 7)

Year 6 (Term 4)

Complete ‘Information for Transition Form’ (section 8) for identified pupils and send them to secondary

lead before the end of the Easter Holidays.

Year 6 (Term 5)

Meet with secondary staff and parents to agree the

joint ‘Action Plan for Vulnerable Learners’ section 9) document.

Year 7 (Term 1 onwards)

Meet with primary staff and parents to agree joint action plan for vulnerable learners using the ‘Action Plan for

Vulnerable Learners’ (section 9) document.

Bespoke transition support for vulnerable learners can begin once

forms have been received and discussed. Ideally this would be before main transition days, and

include primaries, pupil and families.

Build in time to reflect on the

transition process. Plan adjustments for the following

year.

Continue bespoke transition plans as agreed on the

Action Plan for Vulnerable Learners’ (section 9) e.g.

buddy systems, key adults, social skills groups etc. Monitor and review as

required.

Build in time to reflect on the transition process.

Plan adjustments for the following year.

Begin transition support agreed.

3. Transition Process GuidelinesThe following guidance should be used by settings to ensure effective support and coordinated planning to assist in the successful transition of vulnerable learners with SEMH needs between primary and secondary school (see Section 2 for a visual ‘Timeline for Transition’). Schools should follow their standard procedure for transition for pupils with learning needs.

Primary Settings Whole School Approach:

As a school, consider the provision for vulnerable learners with SEMH needs at a universal, targeted and individual level. The Educational Psychology Service’s good practice guidance ‘Promoting Well-being in Schools’ may be a useful tool to support reflection and planning.

Start of Year 5:1. Staff in the primary school, who know the pupils well, should identify

vulnerable pupils (including those with EHCPs) who they are most concerned about for transition into secondary school.

2. For each pupil identified, staff should complete the ‘Transition: Thinking Ahead Form’ (section 4). This identifies strengths and areas to develop so that the primary school can implement strategies and actions to teach the skills the pupil will need for transition to secondary. Supporting documents such as ‘Top Tips for the Transition of Vulnerable Learners’ (section 10i) and ‘Helpful Transition Documents for Vulnerable Pupils’ (section 10 ii ) may assist in action planning.

Term 2 of Year 6:3. Identify a Primary Transition Lead (SENCo/Year 6 Teacher) who will be

the secondary school point of contact and inform Secondary Lead.4. Use the ‘Year 6 SEMH Screening Tool for Transition’ (section 7) to

identify a list of pupils who are vulnerable learners and may need extra consideration for transition.

In the Term 4 of Year 6:5. For pupils identified as vulnerable learners following use of the Screening

Tool , fill out an ‘Information for Transition Form’ (section 8).6. Send the completed ‘Information for Transition Form’ (section 8) to the

Secondary Transition Leads at the pupil’s secondary schools, before the end of the Easter Holidays.

In the Term 5 of Year 6:7. For each vulnerable learner identified, meet with secondary staff, and

parents, as soon as possible to agree a joint action plan for transition using the ‘Action Plan for Vulnerable Learners’ (section 9) document. Supporting documents such as ‘Top Tips for the Transition of Vulnerable Learners’ (section 10i) and ‘Helpful Transition Documents for Vulnerable Pupils’ (section 10 ii ) and ‘SEN support in Oxfordshire schools

and settings’ may assist in action planning.8. Begin transition support agreed

In Term 1 of Year 7:9. Build in time to reflect on the transition process between primary and

secondary schools and plan adjustments for the following year.

Secondary Settings Whole School Approach:

As a school, consider the provision for vulnerable learners with SEMH needs at a universal, targeted and individual level. The Educational Psychology Service’s good practice guidance ‘Promoting Well-being in Schools’ may be a useful tool to support reflection and planning.

Term 1 - 2 of Year 6:1. As early as possible, secondary schools start making links with Primary

schools e.g. visits to school/inviting primary schools to attend events at the secondary etc.

2. Inform primary of Secondary Transition Lead or key staff contacts to whom all information collected by primary schools will be sent (e.g. Head of Year 7).

Term 5 of Year 6:3. Once ‘Information for Transition Form’ (section 8) is received, plan

meetings with primary staff, and parents, to agree joint action plan for vulnerable learners using the ‘Action Plan for Vulnerable Learners’ (section 9) document. Supporting documents such as ‘Top Tips for the Transition of Vulnerable Learners’ (section 10i) and ‘Helpful Transition Documents for Vulnerable Pupils’ (section 10 ii ) and ‘SEN support in Oxfordshire schools and settings’ may assist in action planning.

4. Once forms have been received and discussed, begin bespoke transition support. Ideally this would be before main transition days, and include key staff from primary and secondary school, the pupil and their family.

Term 1 of Year 7:5. Continue bespoke transition support as agreed on the ‘Action Plan for

Vulnerable Learners’ (section 9) e.g. buddy systems, key adults, social skills groups etc. Monitor and review as required.

6. Build in time to reflect on the transition process between primary and secondary schools and plan adjustments for the following year.

4.Transition: Thinking Ahead FormPupil viewsCurrently enjoys: Looking forward to: Worried about:

SkillsWhat skills does the pupil have now that may need support to transfer to the new phase?

What skills would be helpful for the pupil to develop now to assist them in the next phase?

SupportWhat works well to support the pupil: Key details/messages for

staff in next phase:

Action plan from (date) to transfer:

4. Checklist of Duties for Primary Transition Lead

Primary Lead: ____________________________________________

In Year 5: Identify vulnerable learners in the class & complete a ‘Transition: Thinking Ahead Form’.

Autumn Term Year 6:Notify secondary schools with contact details of Primary Transition Lead. Prompt secondary to set dates for the year if no contact is made by Christmas………………

Identified Secondary Contacts & Key Transition Dates:

Spring Term, Year 6:Use Year 6 SEMH Screening Tool for Transition to identify students requiring an Information for Transition Form to capture key information…………………………

Complete Information for Transition Form for pupils identified and send to secondary school by Easter………………………………………………………………….

Summer Term 5, Year 6:Organise meeting to agree the Action Plan for Vulnerable Learners with secondary school staff, pupils and parents……………………………………………………………..

Summer Terms 5 and 6, Year 6:Begin transition support working collaboratively (pupil, family, primary and secondary key staff)…………………………………………………………….

Secondary ContactName:School:E-mail:Phone Number:

Secondary ContactName:School:E-mail:Phone Number:

Key Dates:

Key Dates:

5. Checklist of Duties for Secondary Transition Lead

Secondary Transition Lead: _________________________________

Autumn Term, Year 6:Identify Secondary Transition Lead…………………………………………………………

Make contact with primary schools to begin the process and share contact information. Agree key dates for the year with primary schools…………………………

Identified Primary Contacts & Key Transition Date

Spring Term, Year 6:Read Information for Transition Forms and prepare for planning visits with primary school

Summer Term 5, Year 6:Meet primary staff to discuss Information for Transition forms completed. Agree which pupils will require an enhanced transition programme. ………………………

Meet primary staff, parents and pupil to complete Action Plan for Vulnerable Learners………………………………………………………………………………………..

Summer Terms 5 and 6, Year 6:Begin to provide transition support ………………………………………………………

Primary ContactName:School:E-mail:Phone Number:

Primary ContactName:School:E-mail:Phone Number:

Key Dates:

Key Dates:

6. Year 6 SEMH Screening Tool for TransitionDouble click on the image below to open and edit the Year 6 SEMH Screening Tool for Transition.

7. Information for Transition (Primary to complete for identified pupils)

Full Name:

Current Primary:

Secondary:

LAC: Y/N EAL: Y/N PP: Y/N Service Child: Y/N

SEN: (Please tick box)

Universal Provision SEN Support Additional Funding

EHCP

If SEN what is the primary need?Home School Communication - Key Contact and most effective method:Attendance Fixed Term

ExclusionsNumber of school moves EHA/TAF

Strengths and Successes (please detail):

Behaviour (Please circle most accurate): Consistently Good Usually good Some Concerns Serious concernsAny comments:

Social (Please circle most accurate):Friendships Very sociable Some good friends Friendships difficultTeam work Outstanding Average PoorContribution to school life Outstanding Average PoorSense of belonging in school Outstanding Average PoorRelationships with adults Strong Average WeakAny comments:

Well-being (Please circle most accurate):Self Esteem Good Adequate LowAnxiety High Medium LowIndependence in Learning Independent Learner Requires some support High dependence on adult

supportResilience Copes well Usually manages Finds it hardAny comments:

Personal CircumstancesPlease comment on any circumstances noted in the Screening Tool

Outcomes and Interventions:Are there any specific outcomes which the school is working towards? Please detail here

Successful interventions/teaching strategies which are being used to achieve this:

Additional transition visits required? (Please Circle): YES NO

Outside Agency Involvement Name Date Name Date

Virtual School for Looked After Children

LCSS

CAMHS SENSS Hearing TeamSALT (Speech and Language Therapy)

SENSS Visual Support Team

Educational Psychology SENSS Physical Disability Team

School Medical Services SENSS C&I TeamPhysiotherapy Occupational TherapyOther (please specify): Additional information about agency involvement? E.g. relevant documents in file

Form completed by:________________________________ Job Role______________________

Contact phone number/e-mail:__________________________________________________________

Form sent to:___________________________________ Job Role ______________________

Contact phone number/e-mail:__________________________________________________________

Signed………………………………………………… Date__________________

Date shared with parents __________________

9. Action Plan for Vulnerable LearnersForename: Surname: D.O.B:

Current Primary: Secondary:Primary School Key Contact:

Secondary School Key Contact:

Pupil views:Key concerns?

What’s helpful?

Parent views:Strengths?

Key concerns?

Possible support?

Strategies for Supported TransitionPrimary School Actions: Secondary School Actions:Who? What? When? What are the success criteria? Who? What? When? What are the success criteria?

Secondary Support for Year 7

Outcomes:

Interventions:

Pupil signature:………………………………………………….

Parent signature:………………………………………………..

Teacher signature:………………………………………………

Date__________________

10. Supporting Documents

i. Top Tips for the Transition of Vulnerable Learners

ii. Helpful Transition Documents for Vulnerable Learners

iii. Frequently Asked Questions – Transition Year 6 to Year 7

iv. Transition from Primary to Secondary School for Vulnerable

Learners: a review of literature and practice in Oxfordshire

schools

v. Acknowledgements

vi. References

10i. Top Tips for the Transition of Vulnerable Learners

The following are effective strategies for transition identified by pupils and staff from primary and secondary schools in Oxfordshire in 2016 (IYFAP project data) and 2018 (Inclusion Conference data). A literature review was also carried out which provided additional support for some of the identified strategies.

Identification a) Primary school should identify their vulnerable learners and start to plan

ahead in Year 5.

Information Sharing between Schools a) Both schools have an identified transition lead who is given time in the

spring and summer term to oversee the transition process

b) Primary schools need to communicate their wealth of knowledge with secondary schools, in a way that is easy to interpret quickly and clear regarding potential strategies to support the young person

c) Consistent meetings: regular, face-to-face meetings for primary and secondary school staff are more helpful than sharing documentation alone. The opportunity to discuss issues and ask questions is valuable

d) When sharing information remember to include children who are managing well at primary but for whom there are concerns at secondary school

Relationship between primary and secondary schools a) Identify key members of staff to manage the transition process and make

contacts.

b) Establish, value and maintain effective communication and personal links between the schools throughout the year

c) Understanding of school structure: ensure the schools have an awareness of the structure of the different school settings their pupils are moving to or coming from

d) Progression of curriculum: it is helpful for there to be some overlap in work between primary and secondary school however care should be taken to ensure the secondary curriculum is novel and pitched at the right level. This will aid pupil motivation and progress.

Pupil’s relationship with new secondary schoola) Identify key staff: a key staff member should be identified in the secondary

school for vulnerable learners. There should be opportunities to develop relationships before transition.

b) Build relationship with key staff members face-to-face - 1:1 meetings with tutors - Fun additional visit days such as summer schools- Secondary school staff visiting primary school- Home visits

Personalised planning for studentsa) Use social stories

b) Seeking activities linked to pupils’ interests

c) Setting up buddy systems with older pupils

Parental involvement a) Make contact with parents early on in the transition process, particularly

for vulnerable learners

b) Ensure that parents are involved in the information sharing process and

Building peer relationships a) Structured and supported social activities on school visit days

b) Sensitive seating / grouping arrangements

c) Activities set up in September / October of Year 7 to encourage social interaction with suitable staff monitoring / support for vulnerable students

d) Close monitoring of social times in Year 7

e) Careful planning for tutor groups with a friend in their class

f) Buddy systems

g) Meeting their form group before the start of Year 7

h) Establishing smaller groups within forms, and the teaching of social skills, to help children develop relationships in their secondary school

Pupil Concerns a) Use a worry box in primary school

b) Give pupils a chance to talk about things that worry them with adults they trust

c) Give pupils a chance to talk to adults from their new school about any issues causing them concern. Managed through opportunities to meet key members of staff from the new school

d) Completing meaningful transition booklets with the child

e) Set up a Year 6 project around the new school structure and systems, to prevent uncertainty

are invited to relevant meetings and spoken to by primary and secondary where necessary

c) Ensure that links are made to key secondary staff who can answer parents’ questions and ease anxiety

d) Parent evenings should be arranged to help build the relationships between the parents and the school

e) Manage parental stress / anxiety – e.g. run parent workshops, provide bespoke support where needed

f) Empower parents to contact staff and establish effective communication

g) Involve parents closely in the whole process

h) Consider specific family issues, e.g. how to support parents with EAL / disability

Feedback a) Evaluate the whole process and develop an action plan for the

following year

b) Gain feedback from staff, pupils and parents to continue to refine the transition process and ensure a positive experience for future students transitioning.

Support in Year 7 a) Face-to-face training and discussion for staff in specific strategies to

support identified vulnerable pupils

b) Check in with parents to ask their views on transition and how well their child is settling in

c) Monitor closely (staff team meet and review every 2 weeks)

d) Nominate a member of staff for the vulnerable pupil who will take responsibility to monitor the situation and ‘receive’ any issues / concerns raised by others

e) Have non-teaching staff available all day in Term 1 to intervene and support

f) Ensure a warm, friendly welcome

g) Help pupils to find their way around

h) Provide help with homework

i) Allow some leniency in expectations for homework and uniform in the first few weeks to help pupils settle in

j) Ensure vulnerable students know where they can go to seek help. Consider having staff available at lunch-times (in classrooms) as some pupils find it hard to find staff after school (e.g. if they have to get the bus)

k) Call the primary school for further details / support / advice

l) Plan and implement individualised support

m) Share all relevant information to support the pupil with all staff who need to know – allowing staff the chance to discuss anything before the start of term.

10ii. Helpful Transition Documents for Vulnerable Learners

The resources below are helpful to support the transition of vulnerable learners from primary to secondary school. Each resource has a brief description of its purpose,

and guidance on where the resource can be accessed.

Parents Moving on… Suggestions for busy families with a child with special

educational needs moving on to secondary school – guidance for parents on supporting the transition of their child with SEN to secondary school https://www.mentalhealth.org.uk/sites/default/files/moving-secondary-school-17042013-d2146.pdf

Transition to Secondary School: A parent’s guide - Information on supporting their child with transition to secondary school for parents https://www2.oxfordshire.gov.uk/cms/sites/default/files/folders/documents/childreneducationandfamilies/educationandlearning/schools/atschool/absence/transitiontosecondaryschool.pdf

Oxfordshire County Council’s Moving on to secondary school: A handbook for parents/carers – information about what to expect and how to support your child through transitions (see appendix 1).

Pupils Moving on… top tips for pupils moving on to secondary school – guidance

for pupils with SEN on supporting their transition to secondary school with clear, illustrated checklists https://www.mentalhealth.org.uk/sites/default/files/moving-on-top-tips-for-pupils.pdf

Oxfordshire County Council’s Moving on: A workbook for Year 6 Pupils – an activity book to complete with pupils about moving on (see appendix 2).

Oxfordshire County Council’s One Page profile – to gain child voice and communicate with others (see appendix 3).

Relationship circle – identify who is important in a child’s life and plan transition meetings and actions accordingly https://www.norfolk.gov.uk/-/media/norfolk/downloads/children-and-families/send/introduction-to-send/relationship-circle.pdf?la=en&hash=1710FEB7C1C0D6E164D4FDCE8A22A6CC8146D67E.

School concerns questionnaire – a questionnaire to gain pupil view points on their concerns about a new school https://www.ucl.ac.uk/stars/information-leaflets/school_concerns_questionnaire

Schools Moving on…Suggestions for busy teachers to support pupils with SEN

moving from primary to secondary school – guidance for staff on supporting

pupils with SEN in their transition to secondary school with clear checklists for both primary and secondary phases https://www.mentalhealth.org.uk/sites/default/files/moving-on-15042013-d2125.pdf

Ofsted’s Key Stage 3: good practice case studies – best practice transition from KS2-KS3 from real school examples http://www3.hants.gov.uk/childrens-services/childrenandyoungpeople/educational-psychology/heptransition.htm

Transition Partnership Agreement (TPA) – Document from Hampshire CC to support the planning for effective transition for pupils with complex needs and supporting guidance http://www3.hants.gov.uk/childrens-services/childrenandyoungpeople/educational-psychology/heptransition.htm

Teach First Cross-Phase Toolkit: Supporting smooth transitions for pupils between the phases of formal education – a guide to support transition for pupils across phases of education https://familylinks.org.uk/download/teach-firstcross-phasehandbook2015final.pdf

What is working and what is not working: for reviews – a reflective tool for schools to review and improve transition and include the viewpoints of different stakeholders https://www.norfolk.gov.uk/-/media/norfolk/downloads/children-and-families/send/introduction-to-send/what-is-working-and-what-is-not-working.pdf?la=en&hash=6C412575F49581462D5E30E51A459E654E0400BE.

Moving on up: Primary school resource pack – examples of specific difficulties with transition which pupils with ASD may experience, how to plan for transition and examples of pupil profiles/passports/communication cards http://www.drumbeatasd.org/attachments/download.asp?file=315&type=pdf

Feedback Documents Parent Questionnaire: Primary school intervention questionnaire – to gain

parent views on transition for reflection on and improvement of the transition process https://www.ucl.ac.uk/stars/information-leaflets

Pupil Questionnaire: Primary school intervention questionnaire – to gain pupil views on transition for reflection on and improvement of the transition process https://www.ucl.ac.uk/stars/information-leaflets

10iii. Frequently Asked Questions - Transition Year 6 to Year 71. What should I do if the pupil

is not attending?Every pupil is entitled to a secondary education. It is important that children not currently attending primary school don’t miss out.

Include all pupils on the school roll in the usual transition process and consider any additional arrangements that will need to be made to include the child and their family. More bespoke arrangements made need to be made. School should notify the family of the deadline date for school applications and invite them to ask any questions they might have.

When a secondary school place has been allocated invite staff from the secondary school to review meetings in the summer term of Year 6.

Further support can be accessed via:

- The County Attendance Team attendance@oxfordshire.gov.uk2. What should I do if the pupil

is on a reduced timetable?Reduced timetables should only be used as a temporary measure (6 weeks maximum) to support the young person to build back up to being able to attend full-time. It is helpful for a secondary school to know about any pupils who have received a reduced timetable in Years 5 and 6. The Notification of a Temporary Reduced Timetable Form should be forwarded on to the secondary school for information along with the other records for the young person, but this issue should be flagged up to ensure that the secondary school is fully aware of the situation.

Where a young person is on a reduced timetable in the Summer Term of Year 6 the secondary school should be invited to attend review meetings and a clear joint action plan across the schools should be drawn up to support the young person in making a successful transition to secondary school. The young person and their family should be fully involved in drawing up the action plan.

3. Should I start transition in Transition works best when it is planned in detail and when there is sufficient time for preparation

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Year 5? at primary school, information sharing and planning to meet needs at the beginning of Year 7. Beginning to consider transition in Year 5 is a very helpful opportunity to ensure a smooth, planned process. Ideally, the Year 5 teacher will be supported to evaluate his/her class and consider any concerns / issues for transition in the summer term. A plan can then be developed to support any vulnerable pupils. The plan could include developing pupils’ skills in key areas, seeking support to clearly identify any unmet SEN and successful strategies to support the young person, addressing any worries that children may have expressed and working with the young person’s family to plan a smooth route from Year 6 to Year 7.

4. What do I do if a pupil has an EHCP?

The SENCO in the school should begin to consider transition in Year 5 for all pupils with EHCPs. The issue should be addressed in the Annual Review and a plan developed for the remaining time at primary school. The information submitted at the Year 5 review will often provide the documentation that secondary schools consider when exploring whether or not they can meet a pupil’s needs so it is helpful if the information is thorough and up- to – date.

The Year 5 Annual Review is a good time to ask parents for their views regarding secondary transition and encourage them to visit schools in preparation for making their choice in the Autumn Term. Visiting in Year 5 allows more time if they would like to see the school on more than one occasion, or speak to certain members of staff. It is helpful if the Annual Review is held before the May half term in Year 5 to allow parents sufficient time to consider their options.

Indications of parental preference should be included in the school’s report of the Year 5 Annual Review or the parents can write a separate letter to the SEN Officer. SEN Officers need to know parental preference for secondary school place by October of Year 6, schools may choose to hold a further early Annual Review in September / early October.

All parents will need to inform the SEN Officer of their preference for secondary school and apply for a school place following the usual admissions procedure as well.

EHCPs will be updated stating the allocated school for Year 7 by 15 February in Year 6. The usual admissions process will inform parents of their child’s secondary school by 31 March in Year 6.

It is helpful to hold a transition meeting/Annual Review early in the summer term of Year 6, inviting relevant staff from the secondary school to attend. The meeting can be a helpful forum to discuss any concerns and gain better understanding of the arrangements at the secondary school. It can also support effective working relationships between both schools and the family and allow an opportunity for a personalised transition programme to be developed.

All the details in point 3 above are particularly pertinent for young people with an EHCP.5. What should I do if we have

been managing the pupil’s SEN well at primary school, but we are worried how they will manage at secondary school?

There are many students with SEN whose needs are well met at primary school where there are concerns how they will manage within the larger, more independent nature of a secondary school. It is helpful to start planning early for these students.

Every pupil is different so it is important to identify the student’s strengths and the specific concerns around secondary school for them. An early planning meeting in Year 5 between school staff and parents can explore the situation and consider skills that can be taught throughout Years 5 and 6. Progress can then be monitored regularly to give the secondary school clear information in the summer term of Year 6. Early discussions with secondary school staff in the summer term of Year 6 can support a transition plan for the young person, ensuring everyone has full, accurate, up-to-date information.

6. What implications does GDPR have for transition to secondary school

All schools should have a Privacy Notice (and some may also have a Data Sharing Protocol) that describes how the school keeps its data secure and who it may share information with. The Privacy Notice needs to state that a child’s records will be passed on to the receiving school via an appropriate secure system. The Privacy Notice needs to meet GDPR Principles, have a lawful basis and take care of special data.

In the longer term there will be an Education Information Sharing Framework between all agencies to support secure, effective data sharing.

7. What does the process look like for children going to independent schools or schools outside Oxfordshire?

The guidelines have been produced to encourage best practice. Any receiving school would value the information you have collected and should be keen to engage in liaison to ensure smooth transition for all pupils.

8. I have received different It would be helpful to liaise with both schools to encourage them to adopt the same processes

transfer forms from 2 secondary schools – which do I complete?

and forms to assist primary schools and ensure they receive the most helpful information. The forms included in the Good Practice Guidance Handbook have been developed in collaboration with secondary schools and should provide all the information required to support transition.

9. A pupil only joined our school a week ago. I have very little information about them.

It will be important to link with the family and gather information about their educational history, gathering records from previous schools and compiling as full a picture as possible for a successful secondary transition.

10iv. Transition from Primary to Secondary School for vulnerable learners: a review of literature and practice in Oxfordshire schools.

Introduction

“The transition from primary to secondary school is regarded as one of the most difficult in pupils’ educational careers” (Zeedky, et al., 2003). Figures suggest that around 10% of pupils experience frequent and persistent problems following transition (Chedzoy and Burden, 2005) and poor management of transition can lead to many challenges at an emotional and educational level (Hanewald, 2013; Lucey & Reay, 2010). However, with most pupils experiencing a successful transition, there is much we can learn from current practice. Successful transition for pupils was found to be dependent on how well they could adapt to the social, institutional and curriculum changes during and after the transition process, and how much support pupils were given by schools to manage these adjustments (Evangelou et al, 2008).

Universal transition practices have been found to help all children, including these from vulnerable groups (Evans et al., 2010), although it is acknowledged that vulnerable pupils are likely to benefit from additional targeted support. Research generally indicates that pupils with special educational needs (SEN) and pupils from disadvantaged backgrounds tend to encounter more difficulties during their transition to secondary school and that a difficult transition may have a long-term effect on pupils’ attainment, wellbeing and mental health (Evans et al., 2010). Furthermore, there is a risk that these pupils may become demotivated or disengaged with school (Wasell, 2010).

It is, therefore, vitally important to understand how to best support the transition of vulnerable learners from primary to secondary school. Some studies exploring transition to secondary school for pupils with social, emotional and mental health (SEMH) needs focus on within-child factors such as resilience, self-esteem and emotional coping strategies (e.g. see Baines and Bailey, 2012; Lyons and Woods, 2012; Qualter et al., 2007) however for this project we aim to understand how vulnerable learners are best supported within wider transition systems.

Method

Between 2016-2018 the Educational Psychology Service collected data via questionnaire or interview with 47 primary and 12 secondary schools across Oxfordshire, to explore the factors which contribute to effective transition to secondary school for pupils with SEMH. In addition to this, 25 pupils from three of the secondary schools took part in focus groups to gather their views. A literature review of research into universal transition practices and specific support for vulnerable learners was also conducted.

This report summarises the responses, looking at the current transition process in Oxfordshire for vulnerable pupils, its successes and challenges, and the best

practice guidance from research. The report aims to explore what improvements could be made to ensure the transition from primary to secondary school runs as smoothly as possible for vulnerable learners in Oxfordshire.

Findings

There appear to be similar views from the literature, pupils, primary schools and secondary schools, regarding important ways to support successful universal transition but also the transition of vulnerable learners.

Transition Preparation:

Schools noted the need to establish school links early in the year and that regular communication between primary and secondary staff throughout the school year promoted good organisation. SEN support plans were highly valued by staff and schools highlighted the importance of providing a personalised transition programme to support vulnerable learners (supported by Evans et al, 2010). Early notification about transition days and teacher visits was also appreciated by primary schools as it allowed for planning and pre-transition support.

Challenges to transition preparations included a lack of consistency and clarity on the transition timelines, with staff suggesting that a timeline for transition would be helpful. It was also noted that feedback was not gained on what did and did not work well so that changes to the transition process could be made. The late allocation of school places also raised concerns including: causing anxiety for pupils and parents, and schools finding it difficult to plan a successful transition in the short time period from March to July. Finally, both primary and secondary school staff feel there is a lack of time to assist early transition support.

Primary and Secondary School Relationships:

“The most successful schools … were those with very close links and co-ordination between primary and secondary schools.” (Evangelou, et al., 2008). Schools themselves noted that good relationships between each other facilitated predictable and effective communication and that difficulties establishing effective relationships led to an overall lack of communication between the schools. Also, a limited understanding of school structures across ages, led to difficulties when primary schools suggested support plans that worked in the primary school setting but might not be feasible in a secondary school setting.

Information Sharing Between Staff:

Primary school teachers felt that they have a good awareness and knowledge of vulnerable pupils but found it hard to share this information effectively with secondary schools. Secondary staff noted the benefits of feeder schools communicating detailed pupil information with clarity. This information was particularly useful when it was provided before transition visits and included positives about the vulnerable learner. This is reinforced by Topping (2001) who suggests that pupil information needs to include both attainment information and individual plans. Jindal-Snape and Miller (2008) further advise that transfer information from primary

schools includes personal and social factors so that secondary schools are alerted to vulnerabilities, especially low self-esteem.

Both primary and secondary school staff highlighted the need for regular face to face meetings between the schools, the child and the child’s parents as personalised support plans were seen as most effective when both primary and secondary schools planned together. Furthermore, some responses highlighted the importance of involving other professionals, for example, social workers / speech and language therapists.

Lack of time was raised as a common barrier to effective information sharing. Staff felt this impacts on transition support and they struggle to find the time to attend regular meetings with school staff, parents and the child. This in turn can lead to a lack of, information sharing about the child’s needs; relationship development; and regular visits.

When primary schools have children transitioning into multiple secondary schools, this can cause difficulties due to different expectations, processes and forms. Schools agreed that it would be helpful to have a common way of sharing information that provides clearer details regarding the needs of the child and includes qualitative information such as support strategies, as well as a screening tool to identify vulnerable pupils. Furthermore, primary schools raised a concern that when information is shared it doesn’t always reach the appropriate member of school staff to make a difference for the young person.

Regular Visits:

Whilst a lack of funding and transport to assist the transition process was raised by primary school staff, they identified the importance of arranging regular visits for the child early on in their final year at primary school. A lengthened process of getting to know the school is supported by Zeedky et al (2003) who warn against leaving visits until the last few weeks. Fun visits such as science lessons and sports events were noted as a positive way to support links beyond induction days by schools and researchers (Evangelou, et al., 2008; Galton, Morrison, & Pell, 2000). Additionally, it is suggested that the first day of the year the secondary school could open only to new pupils (Topping, 2011). Extra visits for vulnerable learners, including sample lessons and regular visits over a few weeks, increased the pupil’s sense of belonging and reduced anxiety. Summer school was also valued for vulnerable learners, as it reduced their anxiety and prepared them for expectations at secondary school.

Teacher and former pupil visits to primary schools were enjoyed by pupils, especially when they could ask questions and discuss their concerns (supported by Zeedky, et al., 2003). Staff reflected that this would ultimately build a stronger relationship with the staff and the pupils, and provide the secondary school staff with an insight of the support already in place for the pupils in their primary school.

Building Relationships with Staff:

Many primary and secondary school staff referred to the importance of ensuring a child with SEMH needs has the opportunity to build relationships with key members

of staff in their new secondary school. They felt that providing the pupil with one key person; building their relationship prior to the transition in September; and monitoring and supporting them throughout Year 7, helped a smooth transition. Furthermore, pupils with SEMH needs mentioned their appreciation for the relationships they had with the teachers/school staff that supported them. This is supported by research which suggests that meaningful connections should be developed with staff through pastoral arrangements (Jindal-Snape & Miller, 2008) and that close monitoring of students, especially during the first term after transition, is advised (Topping, 2011).

Schools raised the issue of a lack of key adults for vulnerable learners, before, during and following transition, making the process difficult to manage. Limited availability of staff also made it difficult to offer bespoke support. They noted that as key relationships were a focus of transition preparation, notification of staff changes was needed.

Building Relationships with Peers:

Friendships were very important to pupils with SEMH who expressed that making friends was difficult, but this was helped by teachers supporting them in the first few weeks (especially outside the tutor group). Thoughtful tutor groups/house groups were important to secondary schools and pupils, especially when some friendships were kept together (supported by Zeedky et al, 2003). Arranging for pupils to meet their new form class, prior to transitioning into Year 7 was highlighted as a support strategy by schools to increase a sense of belonging and support positive social interaction.

Friendships were also aided by having a mentoring scheme in place which helped pupils to feel settled and ‘learn the ropes’. Mentoring and buddy systems to support pupils with SEMH are also advocated by research (Zeedky, et al., 2003; Topping, 2011). Further literature suggests that effective support can be given through establishing smaller form groups and using the PSHE curriculum at both Primary and Secondary level (Evangelou, et al., 2008) to teach friendship skills. However, some staff reported that a lack of budget for bespoke support limited what they could offer.

Pupil Concerns:

The importance of gaining the child’s view about their concerns was a common focus for schools. As pupils were often anxious about the uncertainty of their new school’s expectations and structure, as well as with the loss of their links to primary school, getting support from the secondary school to learn the procedures was key (Evangelou, et al., 2008). School staff felt it was important to provide the child with information about what to expect, to reduce their worries. This included completing meaningful transition booklets with the child; setting up a worry box to inform appropriate adults of the child’s concerns regarding transition; 1:1 support and circle times.

Parental Involvement:

Primary schools offered support for parents by answering questions and providing advice. Secondary schools also ran parents’ evenings and parent visits to school

which is supported by research into parental involvement in effective school transitions (Galton, Morrison, & Pell, 2000). These were particularly helpful at informing parents of key practical information. Some schools also targeted vulnerable families with parent workshops which reduced parent anxiety and increased knowledge about their child’s transition.

School staff noted that parental anxiety can lead to a need for reassurance. A lack of parent engagement can mean limited parental information is shared, both of which could lead to a lack of child engagement with the transition process. Therefore, there is a need to develop a relationship with school, parents and pupil which builds trust.

Attainment and Curriculum:

Information transfer should include more detail and objective assessments to avoid a need for reassessment (Jindal-Snape & Miller, 2008; Evangelou, et al., 2008) and schools specifically highlighted the need for an agreed understanding of assessment levels to avoid this. Evangelou et al, (2008) also suggest that primary schools should prepare pupils for the level and style of work at secondary school. Pupils themselves said that they wanted primary school homework to prepare them for secondary school homework. Overlapping Year 6 and Year 7 work, including projects, to reduce pupil anxiety about expectations was suggested by schools. Research warns that secondary schools should build on the work at the primary level, to avoid pupils losing motivation, or issues of progress arising, due to repeated learning or different expectations (Topping, 2011). Topping (2011) further advises that learners’ self-esteem and aspirations can be boosted through pupil engagement in formative assessment and target setting.

Ways forward

1. Effective liaison between schools linked to an agreed, predictable timeline for all parties including early preparation for vulnerable pupils

2. Schools to have a designated member of staff in charge of the transition process

3. A system to share meaningful information about vulnerable pupils with SEMH effectively between schools using a standardised approach

4. Ensuring a shared understanding of both school systems through regular visits and communication

5. A system to provide effective practical and pastoral support for pupils prior to and during Year 7 including opportunities for children to build relationships with key secondary staff members such as their future mentor/tutor or key pastoral staff) and peers.

6. Feedback on challenges and successes from parents, pupils and staff perspectives once the transition process is complete used to review and adapt the transition process

Contact Project carried out by:Danielle Cripps (Assistant Educational Psychologist), Emma Dove (Assistant Educational Psychologist),

Caroline King (Assistant Educational Psychologist), Louisa Reynolds (Assistant Educational Psychologist), Charlotte Stafford (Assistant Educational Psychologist).

Project supervised by Kathryn Davidson, Senior Educational Psychologist andDeborah Smit, Senior Educational Psychologist

Kathryn Davidsonkathryn.davidson@oxfordshire.gov.uk01865 814446

Deborah Smitdeborah.smit@oxfordshire.gov.uk 01865 323381

10v. AcknowledgementsThank you to all of the schools in Oxfordshire who have been involved and contributed to this document.

A special thanks to the following schools for participating in interviews and focus groups in 2016:

St Francis C of E Primary School Larkrise Primary School Appleton C of E Primary School St Swithun’s C of E Primary School North Hinksey C of E Primary School Edward Field Primary School North Kidlington Primary School West Kidlington Primary School and Nursery Oxford Spires Academy Matthew Arnold School Gosford Hill School

In addition, we would like to thank Cherwell School and St Gregory the Great Catholic School for providing valuable feedback on the Vulnerable Learners Transition Forms in 2018.

10vi. ReferencesBaines, S. and Bailey, E. (2012). The Impact of Risk and Resiliency Factors on the

Adjustment of Children After the Transition from Primary to Secondary School. Educational and Child Psychology, 29(1), 47-63.

Brewin, M., & Statham, J. (2011). Supporting the transition from primary school to secondary school for children who are Looked After. Educational Psychology in Practice, 27(4), 365-381.

Chedzoy, S. and Burden, R. (2005). Making the Move. Research in Education, 74(1), 22-35.

DfE (2014). The SEND Code of Practice. Department for Education.

DfE. (2018). Mental Health and Behaviour in Schools . London, UK. Department for Education .

Evans, K., George, N., White, K., Sharp, C., Morris, M. and Marshall, H. (2010). Ensuring that all Children and Young People Make Sustained Progress and Remain Fully Engaged Through all Transitions Between Key Stages (C4EO Schools and Communities Research Review 2). London: Centre for Excellence and Outcomes in Children and Young People’s Services.

Evangelou, M., Taggart, B., Kathy, S., Melhuish, E., Sammons, P., & Siraj-Blatchford, I. (2008). What makes a successful transition from Primary to Secondary School? Findings from the Effective Pre-school, Primary and Secondary Education 3-14 (EPPSE) project. DCSF.

Galton, M., Morrison, I., & Pell, T. (2000). Transfer and transition in English schools: reviewing the evidence. International Journal of Education Research, 33, 341-363.

Hanewald, R. (2013). Transition between Primary and Secondary School: Why it is important and How it can be supported. Australian Journal of Teacher Education, 38(1), n1.

Jindal-Snape, D., & Miller, D. (2008). A Challenge of Living? Understanding the Psycho-social Process of the Child During Primary-secondary Transition Through Resilience and Self-esteem Theories. Educational Psychology Review, 20, 217-236.

Lucey, H., & Reay, D. (2000). Identities in Transition: Anxiety and excitement in the move to secondary school. Oxford Review of Education, 26(2), 191-205.

Lyons, R. and Woods, K. (2012). Effective Transition to Secondary School for Shy, Less Confident Children: A Case Study Using’ Pyramid’ Group Work. Educational and Child Psychology, 29(3), 8-26.

Qualter, P., Whiteley, H., Hutchinson, J. and Pope, D. (2007). Supporting the Development of Emotional Intelligence Competencies to Ease Transition from Primary to High School. Educational Psychology in Practice, 23(1), 79-95.

Topping, K. (2011). Primary-secondary transition: Differences between teachers' and children's perceptions. Improving Schools, 14(3), 268-285.

Wassell, C., Preston, P., and Jones, H. (2007). Transition a Universal Issue. Pastoral Care in Education, 25(1), 49-5

West, P., Sweeting, H., & Young, R. (2010). Transition matters: pupils' experiences of the primary-secondary school transition in the West of Scotland and consequences for well-being and attainment. Research Papers in Education, 25(1), 21-50.

Zeedky, M., Gallacher, J., Henderson, M., Hope, G., Husband, B., & Lindsay, K. (2003). Negotiating the transition from primary to secondary school: Perceptions of pupils, parents and teachers. School Psychology International, 24(1), 67-79.

11. Appendices

Appendix 1: ‘Moving On’ a Pupil Transition Book

Appendix 2: ‘Moving On’ a Parent Transition Book

Appendix 3: One Page Profile

Appendix 1: Moving On: Pupil Transition Book Double click the image below to open the file ‘Moving On: Pupil Transition Book’.

Appendix 2: Moving On: Parent Transition BookDouble click the image below to open the ‘Moving On: Parent Transition Book’.

Appendix 3: One Page Profile

This is me

What makes me happy

What I worry about

How I communicate

How you can help me best

What people like and admire about me