Howletch Lane Primary School

Howletch Lane Primary School

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Transition Arrangements


At Howletch Lane Primary School we recognise that at times of change it is important to ensure that children receive the right amount of both support and encouragement to make these potentially stressful events as non-threatening as possible. Change is difficult for any child, but for children who have special educational needs it can be particularly worrying for both children and parents.


Early Years Foundation Stage to Key Stage One


When leaving the EYFS to go to Key Stage 1 children leave the security of a play based environment in which they have been nurtured and supported in all areas of their development. Some children will find the change of both environment and routines very worrying, and so staff work hard to ensure that children who have identified concerns/needs are supported in the following ways:-

  • Planned ‘taster sessions’ in the new setting
  • A curriculum/environment which in part mirrors the EYFS to ensure continuity
  • Handover meeting between staff in which information will be shared regarding the child’s areas of concern/need.


Key Stage One to Key Stage Two


This follows the same principles as outlined above.


Key Stage Two to Key Stage Three


When children are preparing to leave the security of Howletch Lane Primary School we recognise that the thought of moving on to secondary school can be very daunting. This can be amplified further for a child with special educational needs. Parents of SEND children in Year 5 will be supported in considering and choosing the best provision for the individual as they approach secondary education.


During the school year a child with an ‘Education and Health Care Plan’ will have an annual review of their special needs and the provision outlined in this. Parents and other professionals will attend the meeting alongside the SENDCo as well as a member of the SEND team from the secondary school which they will be attending. This helps in supporting the transition of the pupil in that all partners are aware of the child’s difficulties and can take note of the elements of provision which have been successful in helping the pupil to make progress.


A transition plan will be created which will often consist of additional visits to the new setting.


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