Structured Transition Plan for “young person” – Summer 2016

Area of Activity / When / With whom / Duration / Identification
of Risks / Any Other Comments /
1.Familiarisation with location of (name) Secondary/ High School and accessing the building / A series of visits to introduce (name of young person) to the school environment e.g. grounds/entrance foyer
Paper plan – then scanned into laptop / With school staff and/or SEND Service staff / Agreed proposals with series of dates to be agreed / Anxiety in terms of new location / Preliminary work can be undertaken using the story board approach. This could be done by a TA with input & guidance from other professionals
(Name of young person) to continue to build/add to her Photobook/iPad journal
2. (Name of young person) to participate in any taster sessions and activities planned by (name) Secondary/ High School / As and when circulated by (name) Secondary/ High School / With school staff and/or SEND staff / To be determined & for discussion (see dates proposed above_ / Anxiety in terms of change / Preliminary work can be undertaken using the story board approach. This could be done by a TA with input & guidance from other professionals
3. (Name of young person) to be able to deal with additional noise, such as the bell and busy corridors / Opportunity for (Name of young person) to participate in whole school activities during the summer term / With school staff and/or SEND staff / x sessions above should enable (Name of young person) to hear the bell / Anxiety / stress caused by loud noise / Preliminary work, using suitable story board (Name of young person) may benefit from the use of a digital watch with time bleep
4. (Name of young person) to be able to manage swopping lessons and finding his way around school:
Classes/buildings / (Name of young person) to prepare a series of photos, showing the key landmarks
(Name of young person) to have a map / With school staff and/or SEND staff / x sessions above should enable (Name of young person) to hear the bell / Getting lost, confused and anxious / (Name of young person) to be able to ask for named person via Reception
Preparation must include at least 1 change-over: designated x sessions should enable (Name of young person) to experience this
5.One-page profile to be prepared in readiness for (name) Secondary/ High School and to enable key information to be circulated to all school staff / By end of Summer Term 2016, ready for distribution and with input from (Name of young person) / School staff with help and guidance from other professionals / On-going / (name) school has shared a possible model for a detailed Communication Passport that can be used at current school
6. (Name of young person) will need to have an understanding of new vocabulary / (Name of young person) to have additional sessions for transition during the Summer Term ‘16 / With school staff and/or SEND staff / To be determined/ for discussion. Transition programme runs for approx 6 sessions, if it is felt that (Name of young person) still needs this
7. (Name of young person) to be able to experience unstructured times at (name) Secondary/High School in advance of start date / Co-ordinated as part of visits to High School / With school staff and/or SEND staff / To be led by (Name of young person) so feels comfortable with the setting
x agreed sessions for the Summer Term ‘16 should make this possible
8. (Name of young person) to have access to a quiet space / For (name) Secondary/High School to determine / For consideration by (name) Secondary/ High School
9. (Name of young person) to be able to meet with a mentor / named contact in order to discuss any worries – ideally at the end of a day and/or at set times
10. (Name of young person) to have a set strategy of what to do if feels there is bullying or level of uncertainty / As and when required, could be part of the nurture group / (Name of young person) to have a card that says:
Turn Around
Go away
Speak to…
11. (Name of young person) to have support to assist with organisational skills / (Name of young person) to identify key signs/symbols for subjects in their curriculum at school and linked homework / On-going / Colour-code subjects and use small stickers on front of workbooks.
12. (Name of young person) to purchase a maths case to sort out equipment / As soon as possible so that (Name of young person) can get used to using the case, ensuring that all equipment is placed back / With school staff / On-going / Investigate possibility of unit at home to store/organise books and materials in a similar way
13. (Name of young person) to have access to his new timetable during the summer, if possible. / Summer 2016 / XYZ High School / On-going

Prepared by:

Discussed & agreed by:

Signed:

Dated:

Include details of following:

·  AN Other (name of young person)

·  Primary School SENCO (name)

·  Secondary/High School (name)

·  LA Transition Lead (name)

·  Parent(s) name(s)

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