East Renfrewshire Education Department

Effective Transitions Guidance

The Code of Practice (ASL Act 2009) sets out the requirements of Education authorities when planning school education changes for children and young people.

Schools should take account of the following principles of good practice whenever a child or young person with additional support needs is approaching a transition^[1] point in their school education:

• transition planning should be embedded within policies and procedures for additional support needs and the more universal policies and procedures for children and young people
• other agencies, such as health and social work services, Skills Development Scotland, further education colleges and institutions of higher education should be involved in transition planning where required
• the child’s or young person’s views should be sought and taken into account when discussing changes in school education
• parents should be part of the planning process, and their views should be sought, and taken account of, and they should receive support, as required, during the transition process
• early consultation should take place with the school or post school provision, which the child or young person will be attending
• schools should plan to ensure that the necessary support is in place for children and young people who have additional support needs to help them through the transition phase to their new school or provision
• professionals from all agencies working with the child, young person and family should plan in good time for transition to future services
• transition should be coordinated by the child or young person’s named person/lead professional
• where a child or young person has a coordinated support plan then any anticipated change in the statutory coordinator should be discussed with the child or young person, and parents, as far in advance of the change as possible

^[1] Transitions include entry to preschool provision, transfer to primary school and through the different stages of primary and secondary school as well as to post school provision. Transitions also include other changes in school education, such as a transfer to another school or a break in school education as well as irregular transitions experiences through, for example, exclusions and permanent school closures.

Further information in planning and supporting effective transitions can be found below:

All Change – A Guide to Transitions for Children and Young People with ASN – Home~Pre-School~Primary

All Change – A Guide to Transitions for Children and Young People with ASN – Primary~Secondary~Post-School 

These booklets contain useful information followed by practical resources including pupil profiles, social stories, timetables and transition arrangement templates.