Karen Leggett – Development Officer Inclusion Jill Skipper- Advisory Learning Support Teacher TRANSITION IS NOT A POINT IN TIME

“Transitions carry a big responsibility for early years practitioners. If our approach to transition is firmly rooted throughout our practice, rather than… just before and after change occurs, then we are more likely to be raising emotionally intelligent children who make strong attachments, are resilient and resourceful when faced with change and are able to take risks and embrace new experiences”. EYFS Primary National Strategy BKT-EN

Quality Transition Legal responsibility to: –Meet the specific needs of the child –Gain purposeful knowledge –Supporting parents to build and establish new partnerships –Ensuring a positive process –Inform school/cluster provision mapping

Universal support around transition is routinely available for all children and their families in line with the statutory requirements of EYFS. Additional support is offered to particular targeted groups of children. This is provision, which is not embedded in universal provision. This will offer specifically designed help to specific groups of children or parents. Specialist support is offered to those children who have very complex or high level needs who would otherwise be at risk of poor outcomes. More Not Different

The Record at Transfer document Front cover - An overview of how to use the Record at Transfer Back page - A blank copy of the ‘Record’ to be completed for each child transferring to school Two middle pages - which give prompts about information which could be included in an child’s record

The Record at Transfer Is only one part of the transition process. Face to face meetings and visits continue to be very important. Information about the child’s dispositions, attitudes, needs and interests is more useful than an overview of progress in the 6 areas of learning The record should usually be written by the key person

Current advice for Ofsted Inspection Provides information provision mapping Evaluate the impact of the intervention Enable whole school planning for CPD where appropriate

Direct implications to transition from new Ofsted framework The achievement of the pupils in the school The quality of teaching in school The behaviour and safety Quality of leadership and management

Case studies relating to pupils experiences of the provision your school offers should not be written by you but illustrated from collated evidence. A pupils individual file should show evidence of the systems you have in place and enable the school to track a pupils progress, measure attainment and achievement and provide real evidence of pupil voice.

PASSPORT Presentation entitled Matthew's Passport. Used with kind permission of the author.

WHAT PEOPLE SAY THEY MOST LIKE AND ADMIRE ABOUT MATTHEW –Happy –Good looking –Great fun to be with –Full of life –Bouncy –Friendly and cuddly –A complete charmer –A keen singer –Musical –Brave and skilled in physical activities like swinging and horse- riding –Completely unselfconscious –Gets lots of pleasure from simple things –Funny

Things I am interested in and things or people that are important to me Swimming Going to the Park Rough & Tumble games Bouncing

Things I’m good at (at school and at home) Jo is really good at operating things for himself i.e. CD’s, tapes, etc., I am also good at copying games and listening to music

Things I find difficult Uncertainty People who are cross Raised noise & voices

How I communicate (and any difficulties I have with communicating) I need a visual timetable which is kept in the same place. Give one instruction at a time I sometimes greet people with a word or phrase that I associate with them Verbal choices confuse and upset me I can verbal request things when highly motivated but prefer not to Illustration by Jed Pascoe. I Have a Problem Communicating. Used with kind permission.

How I need you to communicate with me to help me understand Give positive commands in simple language. Reinforce words with pictures If I seem anxious direct me to my visual timetable What Did you say?

Things that help me to work well Clear instructions A reasonably quiet environment If we are working in groups / pairs, it helps to be with someone I trust

Things that make it difficult for me to engage in play A very noisy environment Children being distressed or shouting If I am hungry To many choices

When I’m upset I Get upset will withdraw will hit out put my fingers in my ears to block out the noise and confusing chatter will shout

If I’m upset it helps if I can.... Use the light room and fold material or listen to music have people around me who are calm and smiling Have supporting people around me who have read my plan and follow the actions Image entitled Calm Down from © Chirag and Tony. Used with kind permission.

The best people to support me are: Calm Confident & positive Reliable & consistent Cheerful & playful Not dithering or vague