SEND
Transitions for SEND learners: how schools can help this September
Dr FREYA SPICER-WHITE, , Chief Clinical Officer at Outcomes First Group, shares her insights
September brings change for every learner, but for children and young people with SEND, educational transitions can be particularly vulnerable time points – especially if we think about moving from primary to secondary school. This transition may involve a new building, unfamiliar adults, new peers, different routines, larger crowds, increased sensory demands and multiple classrooms in a single day. All these changes require significant cognitive, emotional and physical processing.
This does not mean that SEND learners are inherently unable to cope with change. The difficulty lies when we expect the learner to rapidly adjust after the transition when we have not provided the appropriate scaffolding.
Transitions can impact each learner differently. Some learners may be observed to struggle during the transition, whereas others might appear settled during the school day but experience exhaustion, shutdown or distress once they return home.
Effective transition planning begins before the first day and continues well beyond the first week of September. It should be personalised, collaborative and shaped by the learner’s own views. The young person must remain at the centre of the process, and we must seek to hear their views, understand their experiences and work with them to figure out what can help.
Practical preparation can make an enormous difference. Schools can provide photographs of important spaces and people, step-by-step guides and simple maps showing routes between classrooms. A map is most useful when it is clear, uncluttered and practised in advance. Some learners may benefit from colour-coded corridors, photographs on classroom doors or personalised routes to avoid particularly busy or noisy areas.
Visual support should extend into the classroom. Many SEND learners will struggle with executive functioning, so timetables, checklists and ‘what happens next’ prompts can reduce the mental load of remembering multiple instructions. The teaching team should explain changes and expectations explicitly and avoid assuming that a learner will pick up things by observing others.
Every SEND learner should also know who they can approach if they feel overwhelmed. A named teacher, tutor, teaching assistant or pastoral adult can provide consistency within an otherwise changing environment. The learner needs to know where this person can be found, how to contact them and what will happen when they ask for help.
Schools should consider sensory needs throughout the day, including corridors, lunch halls, assemblies, transport and lesson changeovers. Flexible arrival times, a ‘get out of class’ pass, quieter lunch options, movement breaks or permission to leave lessons slightly early may be reasonable and effective adjustments.
A successful transition is about creating safety, trust and predictability from which authentic independence and confidence can grow. This September, the most powerful question schools can ask is not “How do we make this student fit in?” but “What can we change so every student feels understood, included and ready to learn?”
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www.education-today.co.uk
A culture of community: transparency and
collaboration are key We hear from MATTHEW ALLISON, Headteacher at Enrich Academy, part of Ethos Academy Trust
When I became Headteacher at Enrich Academy in January 2026, stepping into a new leadership role within Ethos Academy Trust, I knew the transition would demand resilience and clarity. Looking back over my first six months, two factors were key to ensuring a smooth and purposeful start: transparency and collaboration. In alternative provision, stability is everything. Although there was a need for immediate leadership, I knew I needed to create mutual trust, understand the landscape and listen to colleagues before introducing my ideas.
I was encouraged to reach out to key colleagues before my start date. These conversations helped me understand the wider organisation, its priorities and the specific context of Enrich Academy. I am grateful there was no rigid plan or expectation that I would arrive with all the answers. Instead, there was a shared commitment to working together, recognising that sustainable school improvement is built through genuine collaboration rather than top-down direction. Within Ethos, collective responsibility guides how we operate at every level. School leadership requires an immediate understanding of context. Decisions must centre on learning and pupil well-being, going beyond data and inspection reports to understand the culture, challenges, strengths and, most importantly, the people.
While every headteacher should have a vision, how and when it is implemented must reflect the unique community they serve. One principle has remained constant throughout my leadership journey: children only get one chance at their education. To give children the best start in life, time is of the essence. In alternative provision, early intervention and preventative measures are crucial and most effective when applied as soon as possible. The system cannot afford to wait for a new leader to settle slowly into the role. Entering with a proactive understanding of the school and support of trusted colleagues enables leaders to make informed, impactful decisions from the outset.
New leadership can create uncertainty among staff. Change is rarely comfortable, even when necessary. Establishing trust through active listening, openness and genuine collaboration is essential. Effective leadership is not about imposing change from above, but creating the conditions for others to contribute to a shared vision. Within Ethos, collective responsibility was particularly powerful during my transition. Rather than school improvement centring on one individual, it is owned across the wider organisation. This shared ownership makes progress more sustainable and gives staff confidence in our direction. Ultimate accountability will always fall to the Headteacher, but the Trust is mutually accountable to everyone involved in the school.
Reflecting on my first six months, many improvements were planned and executed before my first official day at Enrich. These achievements would not have been possible without the transparent induction process and collaborative culture established by Ethos Academy Trust. It has proven to me that successful leadership transitions are not about one individual taking total control; they are about an entire organisation creating conditions for long-term, sustainable success.
September 2026
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