The importance of transition
Download 'The importance of transition' Handout
The Special Educational Needs Code of Practice
This code of practice describes the support that should be available during transition and places requirements upon the agencies involved.
The Headteacher of the school is responsible for organising reviews, but can pass this on to another member of staff. In mainstream schools this is usually the Special Education Needs Co-ordinator (SENCO).
The Code of Practice states that the Connexions Service must be invited to the Year 9 annual review and that they must attend.
This meeting is very important because it will form the young person’s transition plan, which will then be followed over the next 2-5 years to help the young person achieve their goals and prepare them to progress when they leave school.
The Code of Practice says:
“The Transition Plan should draw together information from a range of individuals both within and beyond school in order to plan coherently for the young person’s transition to adult life”.
“Transition Plans when they are first drawn up in Year 9 are not simply about post-school arrangements, they should plan for on-going school provision, under the statement of SEN as overseen by the LEA”.
Special Educational Needs Code of Practice 9:51
The Year 9 Review
It is important that parents are invited to attend review meetings and feel able to make a contribution. Parents and young people also have the right to present additional information and can invite their own representatives to meetings, for example Parent Partnership Officers or other independent parental supporters.
The Year 9 review should also involve people that may play a major part in the young person’s transition and during the years after school, such as social workers and health professionals.
It can be useful to keep a checklist of everyone working with the young person, to make sure that they can be involved in the meeting. If someone cannot attend they can submit a written report to inform the plan.
LDAs - Learning Difficulty Assessments (Section 139a Assessments)
Learning Difficulty Assessments (LDAs) are a requirement of Section 139a of the Learning and Skills Act 2000. They are completed when it becomes clear that a young person with a Statement of Educational Need is likely to leave school and progress into further education or training. This process involves gathering information about the young person and their future learning and support needs.
The information comes from the school and other professionals, such as social workers, educational psychologists and teachers, as well as parents/carers.
The LDA is then shared with the new provider to make sure the young person continues to get the right level and type of support. It can also help providers plan how to meet the needs of future students.
The assessment usually takes place in Year 11 but can also be completed in Year 12, 13 or 14. If a young person on School Action or School Action Plus is likely to need post-16 support, an assessment could also be used to help ensure support is available.
Although every effort has been made to ensure that this information was correct at the time of publication, contacts, telephone numbers and addresses are subject to change, which may make the information become gradually less accurate.