Transition Across Whole Life Course

Transitions are significant moments in a child or young person’s educational journey, whether moving into a new setting, changing year groups or preparing for the next phase of education. Effective transition support is planned, relational and informed by the needs and experiences of the individual. Schools work closely with children, families and other professionals to share information, reduce uncertainty and build confidence. Transitions are approached proactively so that support is in place early, expectations are clear, and every learner feels prepared and welcomed into their new environment.  

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View the ‘Transition Across Whole Life Course’ Parent Carer Guide

Expectations

Leaders ensure clear, consistent transition processes, involving children, young people, families and partner settings throughout.  

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Transitions are planned across the whole life course i.e. within the school day, between classes and year groups, between settings and phases, and into post-16 pathways, so that children experience a continuous and coherent journey.

Communication with children, families and receiving settings is clear, timely and accessible, with opportunities to visit new environments and meet key staff. 

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Information, records and relevant documents are transferred promptly and securely to support smooth handover. 

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Schools identify early any children and young people who may need enhanced transition support and plan this with them and their families. 

Person-centred approaches help children and families share what matters to them and shape their transition plans so they feel prepared, informed and heard. 

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Where support beyond the universal offer is needed, transition planning follows the Graduated Approach, with clear outcomes, actions and responsibilities. 

Transition handovers are joined-up and multi-agency, with education, health, social care and other partners working together to coordinate information, plans and support. 

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Signposts and Support

  • Visual supports to prepare for change (e.g. maps, virtual tours, timetables, social stories). 
  • Planned transition events (e.g. open evenings, welcome meetings, induction days, workshops, stay-and-play sessions, city-wide transition days). 
  • Robust One-Page Profiles or Passports, co-produced with children, families and staff, and shared with the receiving setting. 
  • Peer support opportunities, such as buddy systems or chances to meet and talk with current pupils. 
  • Early communication with the receiving setting to identify vulnerable children and share relevant SEND and medical information, enabling proactive planning and training. 
  • Person-centred transition meetings or SEND reviews involving families and staff from the new setting. 
  • Bespoke transition support for individual children and young people, delivered with families and key staff from the receiving setting. 
  • SEND-focused parent carer workshops or coffee mornings to support understanding and confidence around transition. 
  • Clear signposting and promotion of admissions processes, open events, and induction or welcome activities. 
  • Use of Local Offer and partnership transition frameworks to support consistent, joined-up practice.Â