SEN Transition

SEN Transition

How we support children/young people with SEN starting at our school 

We work closely with home to ensure we tailor a package to suit the individual child. We also work closely with feeder nurseries.

Pre – school aged children are welcome into school at events such as Sports Day, Harvest festival and Christmas.

How we support children/young people with SEN moving between classes in our school 

We have a variety of transition sessions for children with SEN and work closely with home to ensure we tailor a package to suit the individual child. As a smaller than average school every child will already have had interaction with all the staff in school, either through break time duties or assemblies – this will ease the transition process.  Each child is seen as an individual and with small cohorts we are able to cater for specific SEN needs around transition.  Towards the end of the year three transition afternoons and mornings are planned at various points throughout the day.  This helps with transition in September.

How we support children/young people with SEN leaving our school 

We complete the usual Transition passport for every child who is moving into secondary education but will also closely liaise with the transition staff / SENDCO and possibly the Head of Year. The SENDCO is also the Year 6 teacher and so is well-placed to pass on key information about individual pupils. St Joseph’s has excellent relationships with our main secondary schools and staff work very closely together.  We will share information with the school, college, or other setting the pupil is moving to. We will agree with parents and pupils which information will be shared as part of this.

St Joseph’s works very closely with our academy St John’s and children attend workshops, transition activities, collaborative projects etc from Year 5 onwards. The children are familiar with their surroundings and some of the staff and we make them aware even then, of children with SEN.

All pupils have a range of induction sessions/opportunities at their new school, depending on the school they have chosen to go to. There are some occasions when extra provision is needed and this is negotiated with the Secondary school. In the past this has taken the form of

  • Working on developing a map of the classrooms the child will access
  • Developing a resources checklist in order to aid moving from classroom to classroom
  • Recommendations for children who will need to work in a nurture group because of SEN or vulnerability
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