Christ Church C.E.(VC) Primary School. Transition Policy. June Review date June 2016

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Brandon Barker
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1 Christ Church C.E.(VC) Primary School Transition Policy June 2015 Review date June 2016 Defining Transition: Transition describes the movement that takes place from one familiar setting (including home) to another. It is defined as the process where policy and practice has been adapted to support children in settling into their new learning environment in preparation for future learning and development. Aims of the Policy: We want children to experience a smooth transition throughout their learning, so that the pace and quality of learning are maintained to ensure that children continue to make the very best progress. This policy addresses issues of planning and assessment as well as classroom organisation and teaching styles.

2 Equal opportunities and inclusion: The children and parents are actively involved in the process and their perceptions about transition are explored and valued. Measures are taken to ensure pupils with learning or access difficulties experience a similar ease of transfer as other pupils. These children will have access to an individual transition plan if required. Principles that underpin the policy: Class teachers will ensure the transition policy is adhered to in their class Class teachers will report on transition at staff meetings where appropriate The Headteacher will report on transition to the governing body where appropriate Parents are consulted about their experience of transition in the school to inform future planning Transition planning is based upon assessment and other information from the previous class/setting and adapted where necessary to meet the needs of all children. Class allocation gives particular attention to the needs of the children Staff allocation gives particular attention to the needs of the children There is a professional regard for the information provided from the previous class/setting Approaches to teaching and learning are harmonised at the point of transition Children are prepared as much as possible for the transition ahead The Intervention Manager will work in conjunction with the SENCo and class teachers to develop personalised transition packages for individual children who have additional needs around transition A comprehensive programme is planned for the children and families due to start each September Children new to the school outside normal transition times are effectively provided for to ease transition If a child in any year group needs support around transition at the start of the day, the class teacher, SENCo and/or Intervention Manager will agree what action is required Transition from pre-school to the Foundation Stage: YR teacher visits the main feeder pre-schools in the spring and summer term. YR teacher / SENCo meets with colleagues from the main feeder schools to discuss the children. YR teacher / SENCo visits the main feeder pre-schools in the spring and summer to observe identified children. YR teacher / SENCo attends all TAC transition meetings All new parents are offered a tour of the school, either individually or as a group.

3 Parents receive information about the school and Early Years provision A new parents evening is offered for parents to meet key staff, ask questions and spend time in their child s class Children have three opportunities to visit the school and spend time in their new classroom with their new class of children and teachers: 1. Morning to Afternoon Morning (including lunch) Part of the induction programme involves an information session about teaching reading and phonics. In the Autumn term we offer a session about how we are teaching maths for parents The school is very welcoming and encourages parents to come in with their child in the morning before the start of the school day. Trained play buddies support the children at lunchtimes and playtimes The School has an Early Learning Pathways project which supports identified, vulnerable individuals through transition from pre-school to school and continues until the Autumn term of year 2. Transition between classes within school: Christ Church C. E. (VC) Primary School has 5 mixed-age classes. Allocation of classes is considered very carefully and over time. When allocating children to classes we take into account the following: - Academic ability - Friendship groups - Maturity - Learning Styles Decisions may be revisited numerous times in order to ensure the best possible outcomes for children. Three levels of transition have been identified: Level 1 All Children Parents and children will be notified about their new classes at the earliest opportunity. We will endeavour to ensure this information will be shared with all parents and children on the same day Parents may be consulted as part of the decision making process All children have two opportunities to spend time in their new classroom with their new class teacher and peers Information about all children will be passed on to their new class teacher in written form and verbally at a transition meeting in July. This will include levels

4 and targets, information about individual strengths and difficulties, learning styles, interests and engagement levels. If the child has a Personal Provision Map (PPM), Individual Education Plan (IEP), Education, Health and Care Plan (EHCP), or Statement of SEN, this will also be passed on and discussed. Level 2 Some children who require personalised adjustments to quality teaching activities, or the classroom environment, may require a Personalised Transition Passport. This will contain detailed information about support strategies and adjustments that are currently in place, as well as details of less successful strategies and previous interventions. Post-transition pupil views Level 3 A few children may benefit from a Personal Transition Action Plan. This will detail any additional actions that need to be taken in order to support smooth transitions. Additional actions may include additional visits, friendship groups, familiarisation with key staff, transition books or photographs. Post-transition pupil views Transition from another Primary School Setting: Individual tours offered to all incoming parents and children. Time for the child to visit their class is offered to help them get acquainted with their new surroundings Parents are signposted to the website and DB Primary A buddy is identified to accompany the new child for the first few days New children are assessed quickly by the class teacher and/or Intervention Manager Records from previous setting are made available to the class teacher, SENCo and Intervention Manager Transition to another Primary School setting: Liason with the child s new school, class teacher and/or SENCo Individual levels and targets will be passed on to the new school as well as information about individual strengths and difficulties as well as past interventions will be shared. If the child has a Personal Provision Map (PPM), Individual Education Plan (IEP), Education, Health and Care Plan (EHCP), or Statement of SEN, this will also be passed on and discussed.

5 Where possible, children will be given the opportunity to celebrate and reflect on their time at Christ Church School within their class and whole school assemblies. Transition from Y6 to Y7: Liason with the local secondary schools. Each school operate their own induction procedures and all children are encouraged to attend their respective schools induction days. The secondary schools send a teacher to talk to the children and Y6 staff to ensure that individual needs are identified. Transition is discussed with the children during PSHCE lessons in the Autumn term if required. If a child has a statement of SEN, an EHCP or has very specific needs, additional transition visits may be arranged, accompanied by a support assistant if required. Where a parent ia anxious around transition to secondary school, school will facilitate a meeting between parents, secondary school staff and year 6 staff to discuss those anxieties. The end of Y6 is marked with a series of celebrations. In the leaver s assembly, the children have an opportunity to perform in front of the whole school and parents, share photographs and memories and receive a gift from the school. The leaver s service takes place in Christ Church and is another opportunity to share their memories of school, teachers and friends and reflect on their next step. They receive a blessing and share a prayer for the future. They hand over the Y6 responsibilities to the current Y5. They make a memory book of their favourite work, photographs and messages from friends and staff.

6 Appendix 1

7 Appendix 2

Netherfield Infant and Eastland Junior Schools Transition Policy. TRANSITION is a process, not an event

Introduction Netherfield Infant and Eastland Junior Schools Transition Policy TRANSITION is a process, not an event In this policy transition describes the movement that takes place from one familiar setting