This toolkit aims to support school staff to improve outcomes for care experienced learners by providing practical guidance, resources and evidence-informed approaches that align with national legislation, policy and best practice. It complements local authority expectations around corporate parenting and supports the delivery of The Promise by ensuring children and young people experience stable, well-planned and meaningful transitions throughout their educational journey.

Why Transitions Matter

Care experienced children and young people may experience more transitions than their peers, including:

• Early learning and childcare to primary school
• Primary to secondary school
• Changes of class, teacher or key adult
• Changes in placement or living arrangements
• Movement between schools
• Transitions to alternative provision
• Leaving school and moving into positive destinations

Research consistently highlights that strong relationships, continuity of support and effective information sharing can significantly improve educational engagement, wellbeing, attendance and attainment for care experienced learners. Schools should work proactively to minimise disruption and ensure that transitions are planned around the child, rather than systems or services.

Principles of Effective Transition Planning

Schools should ensure transition planning is:

Relationship-Based

Identify trusted adults and maintain continuity wherever possible. A stable relationship with a supportive adult is often the most important protective factor during times of change.

Child-Centred

Listen to the child or young person and ensure their views, aspirations and concerns shape planning.

Trauma-Informed

Recognise that previous experiences of loss, change and uncertainty may influence how children respond to transitions.

Strengths-Based

Focus on strengths, achievements, interests and aspirations rather than deficits or challenges.

Collaborative

Work closely with social work, carers, families, health, educational psychology, Skills Development Scotland and other partners when appropriate.

Planned Early

Begin transition planning well in advance to reduce anxiety and create opportunities for relationship building and familiarisation.

Practical Strategies Schools Can Use

Before a Transition

• Identify care experienced learners who may require enhanced transition support.
• Gather pupil voice and understand worries, hopes and aspirations.
• Develop an individualised transition plan.
• Arrange additional visits where appropriate.
• Introduce key staff and trusted adults in advance.
• Share relevant information sensitively and on a need-to-know basis.
• Consider transport, attendance and practical barriers.

During a Transition

• Maintain regular contact with the learner and carers.
• Ensure access to a named trusted adult.
• Monitor attendance, wellbeing and engagement closely.
• Provide flexibility where needed.
• Celebrate success and acknowledge achievements.

After a Transition

• Schedule regular check-ins.
• Review progress against agreed outcomes.
• Adapt support if difficulties emerge.
• Continue multi-agency planning where required.
• Ensure educational progress forms part of wider wellbeing planning.

Resources to Support Practice

Schools may wish to use the following tools and resources:

• The Promise Scotland – Resources, guidance and Promise Design School materials.
• CELCIS – Research, practice resources and guidance on care experience, continuing care and transitions.
• Who Cares? Scotland – Resources on care experience, corporate parenting and learner voice.
• Scottish Government GIRFEC Resources – National Practice Model, Wellbeing Web and My