Defining the Terms
In this policy, ‘TRANSITION’ describes the movement that takes place from one familiar setting (including the home) to another. It is defined as the process where policy and practice has been adapted to support children and their families in settling into Gloucester House as well as any new learning environment in preparation for future learning and development.
Aims for Procedures
Due to the complex needs of our children at Gloucester House and previous negative educational experiences they have had, we see it as vital that our children and families experience a smooth transition throughout the children’s learning, behaviour, social and emotional development. This will ensure that the pace and quality of learning is maintained to ensure that children continue to make the very best progress in their future.
Principles that underpin the Procedure
- a thorough history of family and educational details are shared at the point of transition
- planning is based upon assessment information from the previous class or setting
- styles of teaching and learning meet the needs of the children and not preconceived notions of what is appropriate for the next phase or Key Stage
- there is a professional regard for information from the previous setting or class
- children are able to enjoy new approaches at transition
- transition motivates and challenges children with a mixture of positive and negative reactions
- staff allocation gives particular attention to the particular needs of the children at point of transition
At Gloucester House we use the following processes
Transition from previous setting to Gloucester House
- At point of enquiry visits are offered to all incoming parents/carers or professionals and a brochure is provided giving information about Gloucester House.
- At point of referral an initial three meetings are set up with the family to gather history and background information. This is carried out by the case co-ordinator and another member of our team. This will include a visit to Gloucester House by the child.
- Following this a network meeting will decide if a child should be admitted and a start date and integration plan is agreed. A draft Positive Handling Plan and Risk Assessment is also completed.
- A home visit is carried out where a Strength and Difficulties Questionnaires is completed with the family and child. The class teacher gets to meet the child and go through the class timetable and the rules.
- A school visit or previous educational placement is carried out. Information is gathered from education staff about educational and behavioural plans in place as well as strengths and difficulties the child presents. The staff member meets and observes the child in the current placement.
- Information is then shared at our Whole Team Meeting (WTM) during the admission process and on the day before the child starts
- Children generally start on a Wednesday and entry is staggered. Parent and carers come on the first day to sign a contract and complete consent forms and contact details.
- The child carries out a Gloucester House Quest and learns about the Rules, Rewards and Consequences. They have a buddy (another child) to help them in their first few weeks at Gloucester House.
- Most children attend mornings only the first week and the second week they extend into lunchtimes. We review their timetable weekly at our Whole Team Meeting and hopefully by the fourth week the child will be attending full time. This varies as some children have been out of school for long periods of time.
- Children will begin an assessment period where academic and clinical assessments are carried out. These should be carried out by the class teacher as soon as the child starts. An Individual Educational Plan, Positive Handling plan and risk assessments are drafted.
- An initial review with take place after a six to ten week period from admission. This is attended by parents/carers, Gloucester House and the professional network.
- A child in their assessment period is on the weekly agenda of the Whole Team Meeting as well as a core team meeting held.
- Case co-ordinators as well as Class teachers keep in contact with parents/carers through daily target sheets as well as phone contact where appropriate.
Transition throughout Gloucester House
- Class changes are discussed at Senior Leadership Team and Whole Team Meeting. Parents/carers and children are involved in this process through family meetings, school meetings, lessons, circle times and written communication.
- Information about class changes are shared with the children at Community Meeting/Circle Time or individually as appropriate.
- Teachers meet to discuss individual children and hand over relevant information and assessment folders including B Squared, ICPs, PHP, work samples, assessments and reading and spelling ages, annual reviews, annual reports and past books.
- All children visit new classes and work alongside new teachers and PSWs on transition days or for particular lessons as appropriate.
Children moving from Gloucester House to next Educational Placement
After a placement has been identified and a place offered a discharge planning meeting is set up, including parent/carers, the professional network and the next placement
An integration timetable is agreed. This is varied depending on the individual child’s needs. Some of the packages can be:
- Dual placement with support from a PSW/TSW with time increasing into the next setting (support from a PSW does not usually exceed 2.5 days a week)
- Dual placement without PSW support but advice provided to next placement.
- An immediate start into next placement with PSW support from Gloucester House for up to a term
- An immediate start without support but advice and observation offered if required Process:
- A visit to the next placement by the parent/carers and child is planned
- A meeting is set up at the school to meet staff working with the child and hand over education and other relevant information
- Current and past Individual care and education plans, annual reviews, annual reports and recent reading and spelling ages are handed to next placement
- Child to carry out a reading, spelling and maths assessment before discharge
- Clinical assessments to be carried out prior to discharge: CGAS, HONSCA, ESQ (Experience of Service Questionnaire), SDQs, Goal Base Outcomes, parent questionnaire
- Case co-ordinator to set up and hold a discharge planning meeting
- Case co-ordinator to write a Discharge Summary 4-6 weeks after discharge to be sent to the clinical network as appropriate.
- Child to have a leaving assembly and lunch. Child presented with a leaving book and a leaving present.
- Planned transition sessions with children particularly those at Yr 6 to Yr 7 or Yr 7 transitions. These focus on getting to know the new school, travel to the new school, gathering information about uniform, timetables and exploring the practical similarities and differences as well as the emotional side.
- Clinical work with parent/carers supporting them with the transition from Gloucester House to the new placement.
- Children engage in transition sessions as appropriate sometimes in association with their next placement.