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How do we support children with transition when joining or leaving our school?

When a child comes into Codnor Primary, we receive information and records from the child's previous school and the family. Depending on the child's needs, we sometimes speak to the child's previous teachers and visit their previous school before transition to see the child working and to discuss ways in which the school has addressed the child's needs. We encourage parents/carers to visit our school before the transition. We plan carefully to help a child feel safe and to settle in, arranging visits so that they can meet their new teacher and support staff, and to help our school become a familiar place.


When a child moves up to the next class, we organise class handover meetings where teachers and support staff make sure that the new teacher and any teaching assistants (TAs) who will work with the child have a clear understanding of their needs.

We also provide an opportunity for  children with SEND to meet the new teacher and TA before the start of the school year.

Parents and children are able to visit the new classroom and get to know the new adults who will be teaching and supporting them.

When a child comes to our school in the middle of a term, we plan a range of support depending on the particular needs of each child. This may involve other children who are there to help the child settle in to their new class and to provide help with finding their way around school and learning routines.


Primary-to-secondary transitions may include:

  • support for the move to a new building and curriculum;
  • support for friendships and wellbeing;
  • planning support for learning;
  • attending induction days;
  • holding transition meetings with parents;
  • informal 'taster day' visits to the secondary school;
  • the secondary school's SENCO attending Year 6 Annual Reviews.

Mid-term admissions transitions may include:

  • support for coming to a new school, e.g. learning, friendships and wellbeing;
  • meeting pupil and parents;
  • assessing needs;
  • taking children through classroom routines and weekly timetables;
  • touring the school.



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