SEN
The transition
between
primary and
Transition
secondary
school for children with
SEN can be a complex
for SEN
area to manage. Lorraine
Petersen looks at the
process and discusses ways
pupils
for schools to address the
challenges of transition
OVING FROM one school
M
to another is a major event
in a child’s life and the
transition from primary to
secondary school is especially
challenging for pupils with
SEN.
In research conducted in 2005, the Department for
Children, Schools and Families (DCSF) found that
there can be a decline in motivation and engagement
with learning following transition. The research found
that the reasons for this include anxiety around “settling
in”, difficulty to adjusting to new routines, and learning So what can schools do to ensure that transition is a Their additional needs, whether learning disorders or In addition, summer term access to ICT and PE
how to cope with a range of teachers and different positive experience for the more vulnerable pupils? physical disabilities, can leave them feeling ostracised facilities can also help to develop awareness and go
expectations. from their fellow pupils and disconnected from their some way to overcoming the threat of the unfamiliar.
For SEN pupils these issues are often intensified
Challenges and solutions
education. This can, in turn, result in behavioural Some secondary schools undertake transition days
and when transition is managed inadequately, the For SEN children, taking the step from primary school, difficulties which impede learning and can have a with taster lessons for the pupils, induction days and
effects can be damaging and long-lasting, leading to an where they are mainly taught by one teacher in one negative effect on those around. orientation weeks, all of which are incredibly helpful
isolating and troubling time for the child in question. classroom, to a much larger school with numerous Schools must work hard to address this challenge as ways of easing SEN children through transition and
When managed effectively, however, it can be a teachers, classrooms and subjects can be incredibly it is the first stumbling block in the secondary education avoiding the sharp shock of change.
positive learning experience. disconcerting. setting and could set a pattern of behaviour in motion To address the sense of isolation that SEN pupils
that further inhibits effective learning. can feel when thrust into a new environment, many
schools have found success with mentoring systems.
Union address: Voice
Statements of SEN
Arranging for the mentors to visit the SEN pupils while
To address these issues schools must place the emphasis still at primary school and maintaining regular contact
on communication during transition, and the process via email can go a long way to making them feel more
Who’s bringing up the kids?
should start as early as possible – ideally in year 5 comfortable with the move to secondary school before
when the child has been allocated a place at secondary it begins.
school. Continuing the project after the move, with meetings
Regular communication between the SENCOs of arranged so that mentors can provide support and
Philip Parkin talks about the breakdown of
the primary and secondary school is essential for the advice, can help to make the process less daunting and
effective transition for SEN pupils and, by beginning also reduces the threat of bullying.
the family – a problem for government, for
the process early, secondary schools that need to co-
ordinate pupils from several feeder primary schools
Guidelines
schools, and society as a whole
in their local authority will inevitably find it easier to With welcome emphasis being placed on transition by
manage the resulting workload. the National Strategies and the DCSF, there are many
Best practice guidelines laid out by the DCSF examples of best practice to assist schools in creating
WHEN I was asked to go on a regional radio station I was very interested therefore to read the recommend that the final annual review of a pupil’s and implementing a suitable framework for the process;
recently to talk about truancy levels in schools, comments of Mr Justice Coleridge, one of the most statement of SEN should also be considered the guidance and advice can be found on the National
I naïvely imagined that I was going to have an senior Family Court judges, when he spoke about “transition review”. Annual reviews for a child Strategies website, which provides a general overview
intelligent discussion about a complex issue. the effects, as he sees them, of family breakdown on with a statement of SEN look at the needs of the of the process and details of legislation.
When I tried to explain that it was actually the the lives of children. child and highlight any changes in behaviour or On a more regional scale, local authorities can
responsibility of parents to ensure their children He said: “Children are caught up in the conflict requirements. assist secondary schools in establishing a successful
were at school, I was left in no doubt that the of their parents’ unresolved relationship issues and The benefit of formalising the transition plan framework for transition and can help create a network
interviewer thought that higher truancy rates were it can leave them scarred, sometimes severely, for during the annual review is the involvement of school between the various feeder primary schools that they
the schools’ fault for not making lessons engaging life.” staff, parents and outside agencies – this makes them must co-ordinate with.
enough for pupils. He referred to the “endless game of ‘musical an ideal forum for discussing the particular needs In addition, SEN organisations can often provide
While I agreed that pupils had a right to expect relationships’ or ‘pass-the-partner’ in which a of the child and finding ways to overcome certain invaluable support and advice to teachers and SENCOs,
high quality teaching, I pointed out that the teacher’s significant proportion of the population is engaged”. challenges. while conferences and seminars can provide essential
job was to educate and not to entertain. This was Writing in The Independent, Deborah Orr gave Also important at this stage is the involvement of information concerning research and teaching
greeted with disdain and again I was told that truancy her view of his comments: “All he was saying, the pupil; giving children input into the transition plan techniques that can help schools to maintain a policy of
was schools’ fault. I guess the interviewer was really, was that people are mad to have children with can be a constructive way of encouraging ownership continuous development regarding SEN pupils.
working on the principle that if you say something one person, then decide it would be more thrilling and awareness. Ultimately, with the participation of the
often enough people will believe it. She certainly or exciting or self-fulfilling to pursue other romantic pupil and all interested parties, schools will be better • Lorraine Petersen OBE is CEO of nasen, a UK
believed that truancy was the teachers’ fault and or sexual adventures with other people after all (or positioned to undertake transition with successful and professional association embracing all special and
nothing to do with parents. even live life under the assumption that the having positive results. additional educational needs and disabilities.
I tell you this because I’ve been expressing of children should not interfere with an entirely free
concern for several years about falling standards of and unencumbered life in the first place). How did
Transition plans Further information
parenting and the breakdown of family structures, we ever reach a point where such observations are There are many steps that should be taken during the • Nasen: www.nasen.org.uk
and the consequences of this for the future of schools controversial, rather than self-evident?” complex process of transition to ensure the change is as • National Strategies: www.nationalstrategies.
and society in general; and that there now seems to be Mr Justice Coleridge also said: “We are effective as possible. standards.dcsf.gov.uk
a view fostered by the media, and by the increasing experiencing a period of family meltdown whose When a school has SEN children with particular
responsibilities placed on schools by government, effects (pose) as big a threat to the future of society disabilities they will often have a bank of knowledge
that many aspects of a child’s upbringing are the as terrorism, street crime or drugs. What is certain is that cannot be passed on by paper alone; raw data
SEN transition tips
responsibility of schools rather than parents. that almost all of society’s ills can be traced directly will not mean as much unless it can be quantified, and
For children with poor communication
A couple of years ago I wrote: “Let’s look at who to the breakdown of family life.” meeting the child in question is essential for secondary
skills, a visual or pictorial timetable can
brings up children in this country today. In the vast So even if his viewpoint is partial, there must be school SENCOs.
majority of cases it’s the parents. But we know that some element of truth in what he says. What does Arranging induction visits for an SEN child is
often be very useful; a picture of a globe
the social model that has developed over the last 30 this mean for you? perhaps the most effective way of ensuring the SENCO
for geography or of a sum on a page for
years has changed the nature and expectations of It means that, in educating young people, you’re is aware of particular needs that may be difficult to maths can help the child visualise what the
parenthood significantly. having to deal with, and compensate for, the emotional convey in written form. It also builds a relationship
subject is.
“I’m making no judgement on this, but the and social effects on pupils of rapidly changing and between the pupil and the SENCO, helps children to
A visual guide to each of their new
focus on the primacy of the individual, rather fluid family structures. It means that you’re having familiarise themselves with the new environment, and
than community; the changing pattern of family to deal with the behavioural consequences of this; encourages a sense of belonging.
teachers is also very effective; full names
structures; the shortening of the length of many and that society expects you to take on this parental
and pictures can help an SEN child become
relationships; the creation of many more step- role in addition to the traditional role of educator.
Projects for successful transition
familiar with their new environment.
families; the emphasis on parents going out to work There are challenging issues here for government, Learning projects during term-time can also be valuable
A colour-coded map of the school
and the consequent perception of the reduced value for society, and for schools in particular. in improving familiarity for SEN pupils – researching
which lists physical landmarks can also
and worth of the role of full-time parent have all the secondary school in ICT lessons or writing about
changed the way we behave and have significantly • Philip Parkin is general secretary of Voice. the history of the school could be effective ways of
make it much easier for children with SEN
changed the character of childhood.” Visit www.voicetheunion.org.uk building knowledge that can help SEN children feel
to navigate a different environment.
prepared for the change to come.
12 SecEd • July 9 2009
Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24