{"id":373,"date":"2026-08-27T15:36:13","date_gmt":"2026-08-27T14:36:13","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/dg\/transitionpathways\/?page_id=373"},"modified":"2026-09-14T11:56:21","modified_gmt":"2026-09-14T10:56:21","slug":"asn-transition-checklist","status":"publish","type":"page","link":"https:\/\/blogs.glowscotland.org.uk\/dg\/transitionpathways\/?page_id=373","title":{"rendered":"ASN Transition Checklist and Flow Chart"},"content":{"rendered":"\n<h1 class=\"wp-block-heading\">ASN Transition Checklist and Flow Chart<\/h1>\n\n\n\n<h2 class=\"wp-block-heading\">For Managers in Early Learning and Childcare, Schools and Learning Centres\/ Special Schools<\/h2>\n\n\n\n<h3 class=\"wp-block-heading\">Flow Chart: Delivering ASN Transitions<\/h3>\n\n\n\n<p><strong>Start &#8211; Identify Children Requiring ASN Transition Support<\/strong> <em>(Promoting setting initiates early destination planning \u2013 at least 15 months before transition)<\/em><\/p>\n\n\n\n<p class=\"has-medium-font-size\"><strong>Step 1: Early Planning<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Promoting Setting Responsibilities\n<ul class=\"wp-block-list\">\n<li>Identify ASN learners<\/li>\n\n\n\n<li>Engage parents\/carers<\/li>\n\n\n\n<li>Share initial information with receiving setting<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n\n\n\n<p class=\"has-medium-font-size\"><strong>Step 2: Multi-Agency Collaboration<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Key Actions\n<ul class=\"wp-block-list\">\n<li>Convene planning meeting with:\n<ul class=\"wp-block-list\">\n<li>Promoting setting<\/li>\n\n\n\n<li>Receiving setting<\/li>\n\n\n\n<li>Parents\/carers<\/li>\n\n\n\n<li>Educational Psychologist \/ ASN staff \/ Health \/ Social Work<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n\n\n\n<p class=\"has-medium-font-size\"><strong>Step 3: Draft Transition Plan<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Include:\n<ul class=\"wp-block-list\">\n<li>Child\u2019s voice<\/li>\n\n\n\n<li>Parent\/carer input<\/li>\n\n\n\n<li>Support strategies<\/li>\n\n\n\n<li>Timeline of visits and enhanced activities<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n\n\n\n<p class=\"has-medium-font-size\"><strong>Step 4: Confirm Plan<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Receiving Setting Leads\n<ul class=\"wp-block-list\">\n<li>Ensure plan is finalised <strong>6 months before transition<\/strong><\/li>\n\n\n\n<li>Share with all stakeholders<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n\n\n\n<p class=\"has-medium-font-size\"><strong>Step 5: Implement Enhanced Transition Programme<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Actions:\n<ul class=\"wp-block-list\">\n<li>Familiarisation visits<\/li>\n\n\n\n<li>Relationship-building activities<\/li>\n\n\n\n<li>Curriculum alignment<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n\n\n\n<p class=\"has-medium-font-size\"><strong>Step 6: Review and Adjust<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Mid-Year Review\n<ul class=\"wp-block-list\">\n<li>Check progress<\/li>\n\n\n\n<li>Update plan if needed<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n\n\n\n<p class=\"has-medium-font-size\"><strong>Step 7: Final Preparations<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>End of Term 4\n<ul class=\"wp-block-list\">\n<li>Share all formal plans (Child\u2019s Plan, IEP, CSP)<\/li>\n\n\n\n<li>Confirm readiness for transition<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n\n\n\n<p class=\"has-medium-font-size\"><strong>Step 8: Post-Transition Review<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Annual Process Review Meeting\n<ul class=\"wp-block-list\">\n<li>Evaluate success<\/li>\n\n\n\n<li>Identify adjustments for next cohort<\/li>\n<\/ul>\n<\/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\">\u2705 Key Principles Embedded:<\/h3>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Child-Centred<\/strong>: Focus on the individual child\u2019s needs, interests, and experiences.<\/li>\n\n\n\n<li><strong>Culture<\/strong>: A positive and inclusive school culture is essential for ensuring successful transitions.<\/li>\n\n\n\n<li><strong>Collaboration<\/strong>: Foster strong partnerships between schools, families, and other agencies.<\/li>\n\n\n\n<li><strong>Consistency<\/strong>: Ensure continuity in relationships, routines, and expectations.<\/li>\n\n\n\n<li><strong>Communication<\/strong>: Maintain open, honest, and developmental appropriate dialogue with children and families.<a id=\"_msocom_2\"><\/a><\/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\">ASN Transitions Checklist <\/h3>\n\n\n\n<p><strong>\ud83d\udd01<\/strong><strong> 1. Continuity of Learning<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Has prior learning, strengths, and support strategies been clearly documented and shared?<\/li>\n\n\n\n<li>Are transition plans building on the child\u2019s existing skills and knowledge?<\/li>\n\n\n\n<li>Have \u201cfresh start\u201d approaches been avoided in favour of planned progression?<\/li>\n<\/ul>\n\n\n\n<p><strong>\ud83d\udc68\u200d\ud83d\udc69\u200d\ud83d\udc67<\/strong><strong> 2. Family Engagement<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Have parents\/carers been actively involved in transition planning from the outset?<\/li>\n\n\n\n<li>Are their insights and concerns reflected in the transition plan?<\/li>\n\n\n\n<li>Have regular communication channels been established with families?<\/li>\n<\/ul>\n\n\n\n<p><strong>\ud83d\udde3\ufe0f<\/strong><strong> 3. Child Participation<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Has the child been given opportunities to express their views and preferences?<\/li>\n\n\n\n<li>Are their voices reflected in the transition plan?<\/li>\n\n\n\n<li>Have accessible tools (e.g. visuals, communication aids) been used to support participation?<\/li>\n<\/ul>\n\n\n\n<p><strong>\u2764\ufe0f<\/strong><strong> 4. Best Interests of the Child<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Are all decisions guided by the child\u2019s individual needs, abilities, and circumstances?<\/li>\n\n\n\n<li>Has the child\u2019s emotional well-being been considered in all planning?<\/li>\n\n\n\n<li>Are transitions paced and structured to reduce anxiety and promote confidence?<\/li>\n<\/ul>\n\n\n\n<p><strong>\u2696\ufe0f<\/strong><strong> 5. Equity and Inclusion<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Are transition processes inclusive and accessible to all learners?<\/li>\n\n\n\n<li>Have barriers related to disability, language, culture, or socio-economic background been identified and addressed?<\/li>\n\n\n\n<li>Is there evidence of anti-discriminatory practice in planning and delivery?<\/li>\n<\/ul>\n\n\n\n<p><strong>\ud83e\udde9<\/strong><strong> 6. Support for Additional Needs<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Are tailored supports and reasonable adjustments in place?<\/li>\n\n\n\n<li>Have Enhanced Transition Programmes been planned where appropriate?<\/li>\n\n\n\n<li>Are all relevant professionals (e.g. ASN staff, Educational Psychologists, therapists) involved?<\/li>\n<\/ul>\n\n\n\n<p><strong>\ud83d\udc69\u200d\ud83c\udfeb<\/strong><strong> 7. Skilled and Responsive Adults<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Are staff trained and confident in supporting ASN transitions?<\/li>\n\n\n\n<li>Have key adults been identified to build relationships with the child?<\/li>\n\n\n\n<li>Is there a nurturing, predictable environment in place to support the transition?<\/li>\n<\/ul>\n\n\n\n<p><strong>\ud83d\udcc58. <\/strong><strong>Planning and Implementation<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Is there a clear transition timeline with key dates and responsibilities?<\/li>\n\n\n\n<li>Have transition passports\/profiles been completed and shared?<\/li>\n\n\n\n<li>Are regular review meetings scheduled to monitor progress and adapt plans?<\/li>\n<\/ul>\n\n\n\n<p><strong>School staff can download a printable version of this checklist.<\/strong><\/p>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\" \/>\n\n\n\n<p><strong>\ud83d\udccc<\/strong><strong> Why This Matters<\/strong><\/p>\n\n\n\n<p>\u201cChildren often experience a \u2018dip\u2019 in cognitive and emotional development during transitions.\u201d<br><em>(Dunlop &amp; Fabian, 2007)<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"<p>ASN Transition Checklist and Flow Chart For Managers in Early Learning and Childcare, Schools and Learning Centres\/ Special Schools Flow Chart: Delivering ASN Transitions Start &#8211; Identify Children Requiring ASN Transition Support (Promoting setting initiates early destination planning \u2013 at least 15 months before transition) Step 1: Early Planning Step 2: Multi-Agency Collaboration Step 3: Draft Transition Plan Step 4: Confirm Plan Step 5: Implement Enhanced Transition Programme Step 6:<\/p>\n<p><a class=\"more-link\" href=\"https:\/\/blogs.glowscotland.org.uk\/dg\/transitionpathways\/?page_id=373\">Read More<\/a><\/p>\n","protected":false},"author":314,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-373","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.glowscotland.org.uk\/dg\/transitionpathways\/index.php?rest_route=\/wp\/v2\/pages\/373","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\/314"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/dg\/transitionpathways\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=373"}],"version-history":[{"count":8,"href":"https:\/\/blogs.glowscotland.org.uk\/dg\/transitionpathways\/index.php?rest_route=\/wp\/v2\/pages\/373\/revisions"}],"predecessor-version":[{"id":585,"href":"https:\/\/blogs.glowscotland.org.uk\/dg\/transitionpathways\/index.php?rest_route=\/wp\/v2\/pages\/373\/revisions\/585"}],"wp:attachment":[{"href":"https:\/\/blogs.glowscotland.org.uk\/dg\/transitionpathways\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=373"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}