Indicative Timelines

Highlighting statutory duties and suggested transition actives

To meet statutory requirements for children and young people with ASN we must be planning transitions at least 12 months in advance. Therefore, identifying these children must take place at least 15 months before starting their new setting, though ideally 18 months. (need to ensure that this is the same as timeline in section 1.1) State statutory minimum and add best practice stage specific timelines see appendices

Pre Transition Year (N4 / P6 / S3)

Term 3 – Session before Transition Year (Pre/Pre)

  • Identify child/young person requiring additional support ideally 15/18 months before transition)
    Begin identifying who may need extra help with transitions.

Term 4 Session before Transition Year

  • Parent engagement and pupil voice
    Begin gathering input from parents/carers and the pupil to shape the transition plan. Once confirmed, consider inviting parent/carers into the setting to familiarise them with their child’s placement/school.
  • Start planning (ideally 12 months before transition)
    Initiate early planning for transitions happening the following academic year

Transition Year (N5 / P7 / S4 to 6)

Term 1 Session, before Transition

  • Shaping the plan
    Draft the transition plan based on input and assessments.

Term 2

  • Ensure Plan is in place
    Finalise and confirm the transition plan is active and being implemented.

Term 3

  • Reviewing the plan progress
    Mid-year review of the transition plan to ensure it is on track and adjust as needed.
  • Curriculum planning
    Begin aligning curriculum and support strategies with the transition goals.
  • Enhanced transition programme begins
    Start enhanced visits, meetings, or support sessions to prepare the child or young person for the new setting.

Term 4

  • Continue enhanced transition activities
    Maintain regular contact and support, including visits to the new setting, peer support, etc.
  • Review transition plan
    Conduct a final review of the plan to ensure readiness for the transition.

End of Term 4

  • Final preparations for transition
    Wrap up support activities and ensure all stakeholders are informed and ready for the transition in August.
  • Ensure Plans are shared fully with receiving setting

Formal plans – Child’s Plan, IEPs, CSPs etc – are transitioned between settings, and shared with the team around the child and with parent/ carers.

This timeline is also applied to engagement with Disabled Children with Complex needs

Annual Process Review Meeting

Term 1 Annually
Purpose – To review success of newly transitioned children and young people with ASN and begin planning for the next cohort. To include:

  • Track progress against goals
  • Identify emerging issues or changes in need
  • Adjust support strategies as required
  • Clarify roles and responsibilities
  • Record required actions for children and young people for whom adjustment is required
  • Review of the effectiveness of enhanced transition activities
  • Update plans based on progress and feedback
  • Celebrate successes and adjust support if needed.

Participants – Receiving and promoting schools – i.e. secondary and catchment primary schools.