Transitioning Between Schools

Transitioning Between Schools: Legal Rights for SEND Children

Transitioning between schools can be a challenging process for children with Special Educational Needs and Disabilities (SEND). Understanding the legal rights and support available ensures a smooth and supportive transition. Here’s a detailed guide to navigating this critical phase:

1. The Legal Framework for Transitions

1.1 The Children and Families Act 2014

• Establishes the framework for Education, Health, and Care Plans (EHCPs) to support SEND students through transitions.

1.2 Equality Act 2010

• Mandates schools to make reasonable adjustments, ensuring students with disabilities are not at a disadvantage.

1.3 SEND Code of Practice

• Provides detailed guidance for schools and local authorities on managing transitions effectively.

2. Types of School Transitions

1. Primary to Secondary:
   • Often the most significant transition, requiring early planning and coordination.
2. Mid-Year Transfers:
   • Common when families relocate or when a child’s needs require a change in school environment.
3. Transition to Special Schools:
   • Involves detailed assessments and adjustments to meet specific needs.
4. Post-16 Transitions:
   • Focused on preparing for further education, training, or employment.

3. Planning the Transition

3.1 Starting Early

• Begin discussions a year in advance for major transitions.
• Involve the child, parents, current school, and prospective school.

3.2 Developing a Transition Plan

• A structured plan outlines steps, timelines, and responsibilities.
• Should include academic, social, and emotional support strategies.

3.3 Reviewing the EHCP

• Update the EHCP to reflect the new setting and ensure it includes necessary support.

4. Rights of SEND Children During Transition

1. Parental Choice:
   • Parents have the right to express a preference for the school they believe best suits their child’s needs.
2. Right to Reasonable Adjustments:
   • Schools must adapt facilities, teaching methods, and resources to accommodate SEND children.
3. Transport Assistance:
   • Local authorities must provide transport if the new school is beyond walking distance and no suitable alternative is available.
4. Appeals and Disputes:
   • Parents can appeal decisions about school placements through the SEND tribunal.

5. Key Support Strategies

5.1 Visits and Introductions

• Arrange multiple visits to the new school.
• Schedule meet-and-greet sessions with teachers and peers.

5.2 Transition Days

• Allow the child to experience the new school environment.
• Include participation in classroom activities and routines.

5.3 Peer Support

• Assign a buddy or peer mentor to help the child integrate socially.

5.4 Staff Training

• Train new teachers and support staff on the child’s specific needs.

6. Common Challenges and Solutions

1. Anxiety About Change:
   • Use visual schedules and social stories to prepare the child.
   • Provide regular reassurance and positive reinforcement.
2. Lack of Communication:
   • Establish clear communication channels between all parties.
   • Hold regular meetings to review progress and address concerns.
3. Gaps in Support:
   • Ensure the EHCP is followed and updated as needed.
   • Advocate for additional resources if necessary.

7. Preparing for Post-16 Transitions

1. Involvement in Planning:
   • Encourage the child to participate in decisions about further education or training.
2. Transition Reviews:
   • Held in Year 9 and beyond to focus on future aspirations and required support.
3. Collaboration with Agencies:
   • Work with colleges, training providers, and local authorities to ensure a seamless transition.

8. Resources for Families

1. SENDIASS (SEND Information, Advice, and Support Services):
   • Offers guidance on rights and support during transitions.
2. Local Offer:
   • Lists services and resources available in your area.
3. Parent Support Groups:
   • Connect with families who have experienced similar transitions.

9. Final Tips for a Smooth Transition

• Keep the child informed and involved.
• Advocate for their needs assertively.
• Celebrate milestones to build confidence.