{"id":18,"date":"2026-01-12T14:53:56","date_gmt":"2026-01-12T14:53:56","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/dg\/transitionpathways\/?page_id=18"},"modified":"2026-09-14T12:04:16","modified_gmt":"2026-09-14T11:04:16","slug":"frequently-asked-questions","status":"publish","type":"page","link":"https:\/\/blogs.glowscotland.org.uk\/dg\/transitionpathways\/?page_id=18","title":{"rendered":"Indicative Timelines"},"content":{"rendered":"\n<h1 class=\"wp-block-heading\">Indicative Timelines <\/h1>\n\n\n\n<h2 class=\"wp-block-heading\">Highlighting statutory duties and suggested transition actives<\/h2>\n\n\n\n<p>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<\/p>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\" \/>\n\n\n\n<h3 class=\"wp-block-heading\">Pre Transition Year (N4 \/ P6 \/ S3) <\/h3>\n\n\n\n<p><strong>Term 3 &#8211; Session before Transition Year (Pre\/Pre)<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Identify child\/young person requiring additional support ideally 15\/18&nbsp;months before transition)<\/strong><br>Begin identifying who may need extra help with transitions.<\/li>\n<\/ul>\n\n\n\n<p><strong>Term 4 Session before Transition Year<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Parent engagement and pupil voice<\/strong><br>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&#8217;s placement\/school.<\/li>\n\n\n\n<li><strong>Start planning (ideally 12 months before transition)<\/strong><br>Initiate early planning for transitions happening the following academic year<\/li>\n<\/ul>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\" \/>\n\n\n\n<h3 class=\"wp-block-heading\"><a id=\"_msocom_1\"><\/a>Transition Year (N5 \/ P7 \/ S4 to 6)<\/h3>\n\n\n\n<p><strong>Term 1 Session, before Transition<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Shaping the plan<\/strong><br>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><strong>Ensure Plan is in place<\/strong><br>Finalise&nbsp;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><strong>Reviewing the plan progress<\/strong><br>Mid-year review of the transition plan to ensure it is on track and adjust as needed.<\/li>\n\n\n\n<li><strong>Curriculum planning<\/strong><br>Begin aligning curriculum and support strategies with the transition goals.<\/li>\n\n\n\n<li><strong>Enhanced transition programme begins<\/strong><br>Start enhanced visits, meetings, or support sessions to prepare the child or young person 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><strong>Continue enhanced transition activities<\/strong><br>Maintain regular contact and support, including visits to the new setting, peer support, etc.<\/li>\n\n\n\n<li><strong>Review transition plan<\/strong><br>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><strong>Final preparations for transition<\/strong><br>Wrap up support activities and ensure all stakeholders are informed and ready for the transition in August.<\/li>\n\n\n\n<li><strong>Ensure Plans are shared fully with receiving setting<\/strong><\/li>\n<\/ul>\n\n\n\n<p>Formal plans \u2013 Child\u2019s Plan, IEPs, CSPs etc &#8211; are transitioned <strong>between settings, and shared with the team around the child and with parent\/ carers.<\/strong><\/p>\n\n\n\n<p><strong>This timeline is also applied to engagement with Disabled Children with Complex needs <\/strong><\/p>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\" \/>\n\n\n\n<h3 class=\"wp-block-heading\"><a id=\"_msocom_1\"><\/a>Annual Process Review Meeting<\/h3>\n\n\n\n<p><strong>Term 1 Annually<\/strong><br><strong>Purpose &#8211; <\/strong>To review success of newly transitioned children and young people with ASN and begin planning for the next cohort. To include:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Track progress against goals<\/li>\n\n\n\n<li>Identify emerging issues or changes in need<\/li>\n\n\n\n<li>Adjust support strategies as required<\/li>\n\n\n\n<li>Clarify roles and responsibilities<\/li>\n\n\n\n<li>Record required actions for children and young people for whom adjustment is required<\/li>\n\n\n\n<li>Review of the effectiveness of enhanced transition activities<\/li>\n\n\n\n<li>Update plans based on progress and feedback<\/li>\n\n\n\n<li>Celebrate successes and adjust support if needed.<\/li>\n<\/ul>\n\n\n\n<p><strong>Participants &#8211; <\/strong>Receiving and promoting schools &#8211; i.e. secondary and catchment primary schools.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>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<\/p>\n<p><a class=\"more-link\" href=\"https:\/\/blogs.glowscotland.org.uk\/dg\/transitionpathways\/?page_id=18\">Read More<\/a><\/p>\n","protected":false},"author":19366,"featured_media":0,"parent":99,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-18","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.glowscotland.org.uk\/dg\/transitionpathways\/index.php?rest_route=\/wp\/v2\/pages\/18","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=18"}],"version-history":[{"count":8,"href":"https:\/\/blogs.glowscotland.org.uk\/dg\/transitionpathways\/index.php?rest_route=\/wp\/v2\/pages\/18\/revisions"}],"predecessor-version":[{"id":544,"href":"https:\/\/blogs.glowscotland.org.uk\/dg\/transitionpathways\/index.php?rest_route=\/wp\/v2\/pages\/18\/revisions\/544"}],"up":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/dg\/transitionpathways\/index.php?rest_route=\/wp\/v2\/pages\/99"}],"wp:attachment":[{"href":"https:\/\/blogs.glowscotland.org.uk\/dg\/transitionpathways\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=18"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}