{"id":10,"date":"2026-01-12T14:51:50","date_gmt":"2026-01-12T14:51:50","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/dg\/transitionpathways\/?page_id=10"},"modified":"2026-09-14T12:07:45","modified_gmt":"2026-09-14T11:07:45","slug":"primary-to-secondary","status":"publish","type":"page","link":"https:\/\/blogs.glowscotland.org.uk\/dg\/transitionpathways\/?page_id=10","title":{"rendered":"Primary to Secondary"},"content":{"rendered":"\n<h1 class=\"wp-block-heading\">Primary to Secondary<\/h1>\n\n\n\n<div class=\"wp-block-columns is-layout-flex wp-container-core-columns-is-layout-9d6595d7 wp-block-columns-is-layout-flex\">\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\" style=\"flex-basis:100%\">\n<h2 class=\"wp-block-heading\">About<\/h2>\n\n\n\n<p><strong>Primary to Secondary<\/strong> <strong>Transition Checklist for Education Managers<\/strong><\/p>\n\n\n\n<p><strong>Term 3 &#8211; Session before Transition (Pre\/Pre) \/ (P6)<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Identify child\/young person requiring additional support<\/li>\n\n\n\n<li>Begin identifying pupils who may need extra help with transitions<\/li>\n<\/ul>\n\n\n\n<p><strong>Term 4 &#8211; Session before Transition<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Parent engagement and pupil voice<\/li>\n\n\n\n<li>Begin gathering input from parents\/carers and the pupil to shape the transition plan<\/li>\n\n\n\n<li>Start planning (no later than 12 months before transition)<\/li>\n<\/ul>\n\n\n\n<p><strong>Term 1 &#8211; Session Before Transition<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Shaping the plan<\/li>\n\n\n\n<li>Draft the transition plan based on input and assessments<\/li>\n<\/ul>\n\n\n\n<p><strong>Term 2<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Ensure plan is in place (no later than 6 months before transition)<\/li>\n\n\n\n<li>Finalise and confirm the transition plan is active and being implemented<\/li>\n<\/ul>\n\n\n\n<p><strong>Term 3<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Reviewing the plan progress<\/li>\n\n\n\n<li>Mid-year review of the transition plan to ensure it is on track and adjust as needed<\/li>\n\n\n\n<li>Curriculum planning<\/li>\n\n\n\n<li>Begin aligning curriculum and support strategies with the transition goals<\/li>\n\n\n\n<li>Enhanced transition programme begins<\/li>\n\n\n\n<li>Start enhanced visits, meetings, or support sessions to prepare the pupil for the new setting<\/li>\n<\/ul>\n\n\n\n<p><strong>Term 4<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Continue enhanced transition activities<\/li>\n\n\n\n<li>Maintain regular contact and support, including visits to the new setting, peer support, etc.<\/li>\n\n\n\n<li>Review transition plan<\/li>\n\n\n\n<li>Conduct a final review of the plan to ensure readiness for the transition<\/li>\n<\/ul>\n\n\n\n<p><strong>End of Term 4<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Final preparations for transition<\/li>\n\n\n\n<li>Wrap up support activities and ensure all stakeholders are informed and ready for the transition in<\/li>\n<\/ul>\n\n\n\n<p><strong>August<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Ensure all communication between settings and with parents, plans etc. are transitioned.<\/li>\n<\/ul>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\" \/>\n\n\n\n<p>This section provides a more details on the transition for children and young people with significant additional support needs and supplements the \u2018Primary to Secondary Transition Guidance May 2025\u2019 <a href=\"https:\/\/glowscotland.sharepoint.com\/sites\/dumfriesandgallowaycouncil\/D&amp;GCouncil\/DG%20Ed%20Policy\/Forms\/AllItems.aspx?viewid=95aee9b9%2D9a4c%2D4667%2D8ac8%2D04590c6b56cd&amp;id=%2Fsites%2Fdumfriesandgallowaycouncil%2FD%26GCouncil%2FDG%20Ed%20Policy%2FProcedures%20and%20Guidelines%2FPrimary%20to%20Secondary%20Transition%2FPrimary%20to%20Secondary%20Transition%20Guidelines%20May%202025%2Epdf&amp;parent=%2Fsites%2Fdumfriesandgallowaycouncil%2FD%26GCouncil%2FDG%20Ed%20Policy%2FProcedures%20and%20Guidelines%2FPrimary%20to%20Secondary%20Transition\" target=\"_blank\" rel=\"noreferrer noopener\">Dumfries &amp; Galloway Council &#8211; Primary to Secondary Transition Guidelines May 2025.pdf &#8211; All Documents<\/a><\/p>\n\n\n\n<p>All secondary schools in Dumfries &amp; Galloway have a \u2018universal\u2019 transition programme which features a programme of activities and events designed to introduce prospective students to the school,&nbsp;staff&nbsp;and their new peers. They also provide \u2018enhanced transitions\u2019 for specific children who require more preparation than is available universally. This targeted programme usually involves additional visits and familiarisation activities.<\/p>\n\n\n\n<p>There are a further group of children who need a very specific and individualised transitions support programme that may well include elements of the Universal and targeted offer but also include additional elements or factors. It is likely that all children and young people on Stage 4 of the Stages of Intervention (whether in specialist provision or supported in their mainstream primary school) will benefit from or require this level of detailed transition planning. This will include:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Children attending a Learning Centre for children with significant additional support needs.&nbsp;<\/li>\n\n\n\n<li>Children attending a Learning Centre for children severe and complex needs.&nbsp;<\/li>\n\n\n\n<li>Children with a Co-ordinated Support Plan&nbsp;<\/li>\n<\/ul>\n\n\n\n<p>In addition,&nbsp;Transition Plans may be required for those with a Child\u2019s Plan including some Looked After children and those with an additional support need (for example, health or mobility-based) that may require adjustments to be made to the environment, curriculum or special training for staff.&nbsp;<\/p>\n\n\n\n<p><strong><u>Transition Pathways<\/u><\/strong>&nbsp;&nbsp;<\/p>\n\n\n\n<p>Diagram xx&nbsp;illustrates the transition pathways for young people with additional support needs moving from primary to secondary education.&nbsp;<\/p>\n\n\n\n<p>There are specific facilities in the secondary sector for young people with severe and complex additional support needs in Dumfries, Lockerbie, Castle Douglas (from 2027) and Stranraer.&nbsp;&nbsp;&nbsp;<\/p>\n\n\n\n<p>For young people who have accessed Primary Learning Centre provision in the primary sector, there are no similar facilities in the secondary sector where the school receives additional funding and staffing to provide a \u2018Learning Centre\u2019.&nbsp;&nbsp;&nbsp;<\/p>\n\n\n\n<p>Each secondary school has a Learning Support or Additional Needs Department, and it is normally the Principal Teacher of this department that is responsible for ensuring that all the young people with additional support needs receives the level of support they need to achieve their potential on a \u2018continuum of support\u2019.&nbsp; Although, it varies from school to school, it is normally that member of staff who manages the transition process into the secondary school in liaison with the primary school and other professionals, parents and\/or Carers.<\/p>\n\n\n\n<p><strong><u>Accessing Secondary Severe &amp; Complex Settings<\/u><\/strong><\/p>\n\n\n\n<p>Applying for a place at one of the settings for children and young people with severe and complex additional support is a process that is managed by the Resource Provision Panel (RPP) and the Staffing &amp; Placements Group (SPG).&nbsp; &nbsp;The timeline for this is Shown on Diagram YY and more detail can be found in the Strategy and Guidance for<a> the Provision for Children and Young People with Significant Additional Support Needs.<\/a><\/p>\n\n\n\n<p>Referrals to RPP should be following a Child\u2019s Plan meeting in September of P7 and a place will be confirmed by SPG in November.&nbsp; Once that is confirmed, transition planning is governed by the Child\u2019s Plan process which has a specific section dedicated to Transitions.&nbsp; The timeline for this process is shown in Diagram ZZ<\/p>\n\n\n\n<p><strong><u>Planning for Transition<\/u><\/strong><\/p>\n\n\n\n<p>The main purpose of the Transition planning is to ensure that the receiving secondary school is fully prepared to meet the needs of each young person, the young people themselves are prepared and that parents have a clear understanding of the nature of that support.&nbsp;<\/p>\n\n\n\n<p>Communication between the Principal Teacher of the Primary Learning Centre and the management staff in the secondary school responsible for supporting young people with additional needs is the key component of this preparation. This includes those with severe and complex needs moving from a severe and complex Primary Learning Centre to the secondary phase equivalent.<\/p>\n\n\n\n<p>For young people with severe and complex needs who have been supported in a mainstream primary school, the Head Teacher or their designated representative is responsible for coordinating the Child\u2019s plan process that oversees the transition planning and work in conjunction with the identified secondary school who will facilitate the transition from their side.&nbsp; This ensures that that any adaptations, equipment or adjustments are in place prior to the young person moving schools and that any specialist or external advice or training is identified and provided to the staff at the receiving school well before the young person starts.&nbsp; It is vital that any potential revenue expenditure or adaptations are identified as early as possible and discussions take place with Supporting Learners and\/or school estates and Resources who oversee such works to allow time for any procurement or purchase to take place in time.<\/p>\n\n\n\n<p><strong><u>Admissions Policy<\/u><\/strong>&nbsp;<\/p>\n\n\n\n<p>There is a specific process for enrolling a child or young person who has or is thought to have additional support needs into a school. This applies at transition into a mainstream school or a move of school. For children with severe and complex needs, they should be well known to the receiving school and the RPP procedure should ensure that any identified needs are clear, but on occasions, e.g. a young person moving in from out with Dumfries &amp; Galloway or where a parent wishes their child to attend a secondary school which is not designated as having a facility for young people with severe and complex needs, this may be not the case. Schools need to apply this policy.<a href=\"https:\/\/glowscotland.sharepoint.com\/sites\/dumfriesandgallowaycouncil\/D&amp;GCouncil\/Supporting%20Learners\/Forms\/AllItems.aspx?viewid=d931a6c1%2Dfd2a%2D489d%2Dafdd%2D1e6d481164cf&amp;id=%2Fsites%2Fdumfriesandgallowaycouncil%2FD%26GCouncil%2FSupporting%20Learners%2FGeneral%20ASN%2FSchool%20AdmissionLAC%20and%20ASN%2Epdf&amp;parent=%2Fsites%2Fdumfriesandgallowaycouncil%2FD%26GCouncil%2FSupporting%20Learners%2FGeneral%20ASN\" target=\"_blank\" rel=\"noreferrer noopener\">Dumfries &amp; Galloway Council &#8211; School AdmissionLAC and ASN.pdf &#8211; All Documents.<\/a>&nbsp;<\/p>\n\n\n\n<p>&nbsp;<strong><u>Home to School Transport<\/u><\/strong>&nbsp;<\/p>\n\n\n\n<p>Head teachers are responsible for making application for the provision of School Transport on the grounds of Additional Support Needs. Applications directly from parents will be forwarded to the school for consideration. Guidance and more details can be found at <a href=\"https:\/\/glowscotland.sharepoint.com\/sites\/dumfriesandgallowaycouncil\/D&amp;GCouncil\/DG%20Ed%20Policy\/Policies\/School%20Transport%20Policy%20&amp;%20Associated%20Guidance\/ASN%20Transport%20Guidance%202019.pdf#search=transport\" target=\"_blank\" rel=\"noreferrer noopener\">ASN Transport Guidance 2019.pdf..<\/a>An application should be included as part of the Transition planning process.&nbsp;<\/p>\n\n\n\n<p><strong><u>Transition Timescales<\/u><\/strong><\/p>\n\n\n\n<p>Transition to secondary school normally takes place at the end of P7. There is a formal process for a child to apply for or repeat P7 thereby delaying transition to secondary school by a year that needs to be actioned by January of P7 and should be a discussion point at the September Child\u2019s Plan\/IEP meeting if it is a consideration. <a href=\"https:\/\/dgcouncil.sharepoint.com\/:w:\/r\/teams\/RepeatYears\/_layouts\/15\/Doc.aspx?sourcedoc=%7BF45DB504-D1A6-4088-931C-42DEE6E9C69F%7D&amp;file=Management%20Briefing%20December%202024.docx&amp;fromShare=true&amp;action=default&amp;mobileredirect=true\">Management Briefing December 2024.docx<\/a><\/p>\n\n\n\n<p>Planning for the transition of young people on the Stage 4 of the Stages of Intervention should individualised and detailed and discussions should start between the schools no later than June of P6 to prepare for transition a year later and ideally earlier..<\/p>\n\n\n\n<p>Figure YY shows a timeline with key events and actions highlighted.<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>The key planning document is the Child\u2019s Plan which includes a section on Transitions. This section should be updated at each child\u2019s Plan meeting across the year to ensure that preparations are progressing.<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>If a young person has an IEP only, consider opening a Child\u2019s Plan or use the Individual Education Plan Transition Supplement. (see Appendix zz)<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>If adaptations are required to the physical environment, contact Supporting Learners using a Request for Assistance.&nbsp; <a href=\"https:\/\/glowscotland.sharepoint.com\/:w:\/r\/sites\/dumfriesandgallowaycouncil\/D&amp;GCouncil\/_layouts\/15\/Doc.aspx?sourcedoc=%7B38129CCD-BD0C-498D-BC0F-72EE665A89D9%7D&amp;file=Request-for-Assistance-Form-2025_V10_20250326.docx&amp;action=default&amp;mobileredirect=true\">Request-for-Assistance-Form-2025_V10_20250326.docx<\/a><\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>If the destination is a Severe &amp; Complex Setting, a referral form should be completed by October of P7 at the latest.&nbsp; <a href=\"https:\/\/glowscotland.sharepoint.com\/:w:\/r\/sites\/dumfriesandgallowaycouncil\/D&amp;GCouncil\/_layouts\/15\/Doc.aspx?sourcedoc=%7B3DED208F-C835-4870-B5FD-A84796117EB3%7D&amp;file=Request%20form%20.docx&amp;action=default&amp;mobileredirect=true\">Request form .docx<\/a><\/li>\n<\/ul>\n<\/div>\n<\/div>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\" \/>\n\n\n\n<div data-wp-interactive=\"core\/file\" class=\"wp-block-file\"><object data-wp-bind--hidden=\"!state.hasPdfPreview\" hidden class=\"wp-block-file__embed\" data=\"https:\/\/blogs.glowscotland.org.uk\/dg\/public\/transitionpathways\/uploads\/sites\/9014\/2026\/04\/21162125\/Transition-Primary-to-Secondary.pdf\" type=\"application\/pdf\" style=\"width:100%;height:1246px\" aria-label=\"Embed of Transition Primary to Secondary.\"><\/object><a id=\"wp-block-file--media-dd5c2cb0-c58a-425c-9967-43ee46e1290e\" href=\"https:\/\/blogs.glowscotland.org.uk\/dg\/public\/transitionpathways\/uploads\/sites\/9014\/2026\/04\/21162125\/Transition-Primary-to-Secondary.pdf\">Transition Primary to Secondary<\/a><a href=\"https:\/\/blogs.glowscotland.org.uk\/dg\/public\/transitionpathways\/uploads\/sites\/9014\/2026\/04\/21162125\/Transition-Primary-to-Secondary.pdf\" class=\"wp-block-file__button wp-element-button\" download aria-describedby=\"wp-block-file--media-dd5c2cb0-c58a-425c-9967-43ee46e1290e\">Download<\/a><\/div>\n\n\n\n<div style=\"height:1197px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n","protected":false},"excerpt":{"rendered":"<p>Primary to Secondary About Primary to Secondary Transition Checklist for Education Managers Term 3 &#8211; Session before Transition (Pre\/Pre) \/ (P6) Term 4 &#8211; Session before Transition Term 1 &#8211; Session Before Transition Term 2 Term 3 Term 4 End of Term 4 August This section provides a more details on the transition for children and young people with significant additional support needs and supplements the \u2018Primary to Secondary Transition<\/p>\n<p><a class=\"more-link\" href=\"https:\/\/blogs.glowscotland.org.uk\/dg\/transitionpathways\/?page_id=10\">Read More<\/a><\/p>\n","protected":false},"author":19366,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-10","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.glowscotland.org.uk\/dg\/transitionpathways\/index.php?rest_route=\/wp\/v2\/pages\/10","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.glowscotland.org.uk\/dg\/transitionpathways\/index.php?rest_route=\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.glowscotland.org.uk\/dg\/transitionpathways\/index.php?rest_route=\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/dg\/transitionpathways\/index.php?rest_route=\/wp\/v2\/users\/19366"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/dg\/transitionpathways\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=10"}],"version-history":[{"count":13,"href":"https:\/\/blogs.glowscotland.org.uk\/dg\/transitionpathways\/index.php?rest_route=\/wp\/v2\/pages\/10\/revisions"}],"predecessor-version":[{"id":545,"href":"https:\/\/blogs.glowscotland.org.uk\/dg\/transitionpathways\/index.php?rest_route=\/wp\/v2\/pages\/10\/revisions\/545"}],"wp:attachment":[{"href":"https:\/\/blogs.glowscotland.org.uk\/dg\/transitionpathways\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=10"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}