Effective transitions within the Foundation Stage depend largely on a commitment from early year’s providers to develop communication links between other local settings and schools. This will ensure greater continuity for children in their movement through the early year’s phases from home to setting and from room to room. Transition from one setting to another (early years to primary) should be seen as a seamless journey.
Transition for a child with special educational needs (SEN) and or disability will require some additional planning to ensure that it is smooth and successful.
It is considered good practice for early year’s providers to arrange a transition meeting to discuss the settling-in arrangements once they have received information about the provision/setting the child will be moving on to.
The Area SENCO team alongside the primary SENCO network co-ordinator has developed the “Early Years to Primary Special Educational Needs Transition Support Planning document” as a means to capture, record and share information in a formal and consistent way.
To support robust transition into Early Years settings for children who have identified Special Educational Needs / Medical needs the Area SENCO Team, recommends you download and use (1) SEN Transition Support Planning document (v4.07.20) below.
For all 2YO's transtioning into your setting which includes children offered a place through the Priority Early Learning panel It is good practice to download and use (2) Transition Support Planning document (v4.07.20) (especially pg 9 the child profile page)
Planning for transition from early years into reception should take place the term before the child is due to start to enable sufficient time for any plans or support to be put into place. Parents and any professionals involved with the child should be invited to the early years to primary transition meeting. The expectation is that the setting based SENCO will coordinate the meeting in a professional and timely way using the (3) Early Years to Primary Transition Support Planning document (v4.07.20) below.
Each of these proformas support the individualised planning for the child and contains an agenda with specific questions that covers all the necessary information for the receiving phase/setting to effectively plan to meet the needs of the child.
The SEND Code of Practice states "Early years providers and schools should support children so that they are included in social groups and develop friendships. This is particularly important when children are transferring from one phase of education to another (for example from nursery to primary school". The SEND code of practice 0 to 25 years (2015) can be found in useful documents