SEND
Transitions at Evolve Academy
MATTHEW LONG, Head of School at Evolve Academy (part of Ethos Academy Trust) talks transitions.
At Evolve, we see ourselves as a safe stepping-stone solution for our children and families. Transitioning our children into Evolve, back into mainstream school, or into a permanent SEN school, is a huge part of the work that we do. The children we are supporting are vulnerable and have varying degrees of trauma. The majority come to us with considerable disruption and barriers to
their learning. To help the children overcome these challenges and make progress, it is essential that every transition is as smooth as possible.
As a stepping-stone solution, we focus on transitioning our children out of Evolve, from the moment we are planning their transition into Evolve. As part of the planning stage, we focus on building key partnerships with the children, their families and support network, relevant agencies, local authorities and their school. As early as possible, children are introduced to their key support staff members here at Evolve. To give our children the best chance of success, it’s vital we all work together to create a coherent period of transition.
Pupils transition into and out of Evolve through several different routes:
Day 6: The majority of our pupil cohort come to us following a permanent exclusion from mainstream education. Every child is unique and will have different needs that we have a keen responsibility to meet, so we start to plan for their transition as soon as we can to make sure we have the capacity and skillset available to meet their specific set of needs. Our children and families understand that their time with us will be temporary and their involvement throughout the process is key.
Step-out placements: These take place throughout the year and are allocated in 6-week blocks. The focus from the start of these placements is on transitioning our pupils safely and positively back into their mainstream school. At the planning stage, we work closely with their school and family to agree effective strategies that can be employed at the time of transition. Throughout the placement, key staff from their mainstream school will be invited into Evolve to ensure that the children continue to feel part of their school with a strong, ongoing connection. This sense of belonging is important for every child and particularly vital for the children we support. We know that transitions supported by visits have far more successful outcomes.
SENDART pupils: Another way pupils transition out of Evolve is via the EHCP route. Children who transition from us with an EHCP, will be placed by SENDART. This will be either at a mainstream school or a specialist provision.
Meeting the needs of our children is at the centre of everything that we do. They have all been through a level of trauma associated with leaving their previous school. They need to understand and feel part of the decision-making process, and we provide a nurturing, safe space and wrap-around support to ensure they feel comfortable.
Once we have gained their trust, we can start to help them gain confidence and resilience. It’s crucial that we are always working towards finding the best permanent solution for them. They often feel safe and secure relatively quickly at Evolve – so it’s essential they believe they can feel the same sense of security in their mainstream school or permanent SEN school. We want every child we support to understand that this is an opportunity to start over and that we will help them to make these changes and apply the skills they have learned wherever they go.
www.eat.uk.com July/August 2025
www.education-today.co.uk 21
Neurodiversity and digital inclusion
EMMA SANDERSON, Managing Director of Options Autism, a specialist provider of education for autistic pupils and those with complex needs, discusses the challenges social media poses to autistic young people.
Social media has many positives. It can support children and young people to build relationships, enhance their learning and education, give them a voice, and provide access to resources that motivate them, helping them successfully navigate the world around them. However, these benefits don’t necessarily extend to
neurodiverse pupils - particularly those who are autistic. While the internet promises a level playing field, it often falls short for those who process information and social cues differently. A 2022 study by Page et al. revealed that autistic individuals frequently interpret content literally. This poses risks in environments like social media where irony, sarcasm, and ambiguous phrasing are common. Misinterpretations can lead to negative outcomes -physical harm, financial mistakes, and social misunderstandings that damage relationships and heighten anxiety. Social media, designed without neurodiversity in mind can not only be confusing, but potentially harmful.
Further concerns raised by Cullen et al. in 2024, highlighted that autistic users often overlooked online privacy risks, and many rely on others - parents, carers or peers - to help regulate their digital behaviour. This reliance creates a barrier to independence in online spaces. Without tools that encourage understanding and informed decision-making, these young people are left vulnerable and excluded from the full benefits of online participation.
One of the most pressing issues is the language used by platforms such as Facebook. Terms like ‘friend’ can be taken literally by autistic users, who may then expect the same loyalty and closeness from online connections as from real-life friends. When these expectations aren’t met, it can lead to disappointment or confusion. To make social media safer and more inclusive, platform design should be considered with neurodiversity in mind. Relatively simple changes could make a significant difference - such as establishing a clearer, more consistent vocabulary would reduce confusion. Terms like ‘connection’ or ‘follower’ may carry less emotional weight than ‘friend’.
Additional clearer visual cues to show whether content will be public or private could also help neurodiverse users make informed choices. Similarly, some individuals feel compelled to respond to every notification or message, which can quickly become overwhelming and emotionally exhausting.
Schools play a vital role - teaching pupils the difference between online connections and real-life relationships; helping them recognise when they’re feeling emotionally heightened and why this isn’t the best time to post; and encouraging them to seek help when navigating tricky online situations. With digital literacy becoming as essential as reading or writing, support must be tailored to the needs of all learners, including those who are neurodiverse. Social media has the potential to empower every young person, but only if it is built for them all. By adapting both platforms and educational approaches, we can ensure that every child - regardless of how they process the world - can connect, learn and thrive online. For further information, visit
www.outcomesfirstgroup.co.uk
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