Transcript Manchester Mainstream to high school presentation 2014

Manchester multi-agency working party
High School Transition
Standards, guidance and resources
An overview and demonstration
Drivers
•
•
•
•
Children and Families Bill SEN clauses
The Education, Health and Care Plan
Manchester Autism strategy
High level of vulnerability in Year 7 for many
children with SEN and SLCN, including
significantly young people with Autism
• Several agencies reporting inconsistency in the
level and quality of transition support
Multi-agency working party
• Overarching aim:
To develop a set of standards for mainstream
primary and secondary schools to support
transition for all pupils.
Contributions from: EPS, SALT, OT, SSS, LA SEN strategic lead,
parent, CAMHS, NAS, primary and secondary SENCos.
Transition: risk factors
• Transition planning begins too late
• The child’s individual readiness for high school
is not considered
• Limited co-ordination between schools,
parents and other agencies
• Parents making an informed choice about the
right high school for their child
Transition: risk factors
• Over-estimating ability to cope with high
school
• Child’s worries and questions about high
school are not heard and addressed in Year 6
• Some children may be over-dependent on
adult support in primary school
• The child’s high school is not informed or
trained to deliver appropriate strategies, e.g.
social story, pupil passport, checklists
Individual factors which impact upon a
child’s readiness for high school
•
•
•
•
Social-emotional difficulties
Communication and language difficulties
Issues around flexibility of thought
Issues around executive functioning; motor
skills, organisation and planning
• Issues around sensory integration
Y7 pupil focus groups
• Carried out with the assistance of high school
staff, SLTs and students
• Four high schools participated
• One school – pupils with a range of additional
needs including ASD
Aims
1. Develop a set of standards to enable schools
to evaluate their current practice in relation
to high school transition
2. To provide guidance on the level of support
needed to support transition
3. To provide strategies and resources to enable
schools, parents and professionals to build
upon their current practices
The approach
• A set of standards for schools to lead on with
input from parents, the child and other
professionals as appropriate
• Standards linked to concrete, practical
resources which schools could access and
begin using now
• A two-tier approach:
Tier 1: Universal resources for all pupils
Tier 2: More specialist resources for children who
need individual transition planning
High School Transition (mainstream schools)
Guidelines and Resource Pack
How to use this resource
• Complete the self-audit tool (versions for primary and secondary school
Step one
Step two
• Identify areas for further development in your school’s provision to support
transition. This may be to develop your Universal strategies (i.e. transition
support for all pupils) and/or your Specialist strategies (i.e. transition support
for pupils with very significant transition needs).
• Access the resources to support your development plan
Step three
Aim 1
• Develop a set of standards to enable schools
to evaluate their current practice in relation to
high school transition
About the self-audit tools
• Versions for primary and secondary schools
• Split into three sections:
1. School policy and practice in relation to transition
2. Good practice for ALL pupils (Universal)
3. Practice in relation to pupils who need Individual
Transition Planning
Primary schools
High schools
Aim 2
• To provide guidance on the level of support
needed to support transition
Aim 3
• To provide strategies and resources to enable
schools, parents and professionals to build
upon their current practices
Tier 1: Strategies and resources to support
transition for ALL pupils
• The High School Survival Guide
– Topics to think about, e.g. Packing a bag, travelling to
school, making sense of timetables, asking for help,
making friends
– Visually appealing and informative
– May need to be differentiated for pupils with SEN
• The Helping Hand
– Highlighting five functional skills to help children cope with
the demands of high school
– Introduce Summer Y6 (teacher pack)
– Introduce again in Autumn Y7 (assembly pack)
Tier 2: Strategies and resources to support transition for
pupils with additional needs
High School Transition (wave 3/specialist)
Transition planning profile
Completing the profile:
 Read each statement and consider the child’s readiness for transition in this area.
 Against each area, indicate your level of concern by shading:
Green
Amber
Red

= Not concerned
= Moderate concern
= High level of concern
For areas which are Amber or Red, you can use the Bank of Strategies and
Resources. For example, if “A7: Understanding Timetables” is an area of concern,
then look at the Bank of Strategies and find advice listed “A7: Understanding
Timetables”
Part A: Coping with new situations and problem-solving
R
A
G
A1. Having several teachers for different subjects
A2. Understanding and recognizing bullying
A3. Finding way round school building, getting lost or confused
A4. Travelling to school
A5. Breaktimes and lunch times
A6. Coping with noisier environments
A7. Understanding timetables
A8. Organising self
A9. Homework (planning, organising and carrying out)
Comments:
Part B: Communicating, interacting and understanding
B1. Meeting new people (pupils and adults)
B2. Understanding and accepting sanctions (e.g. detentions)
B3. Friendship network and making new friends
B4. Having conversations with children and adults
B5. Asking for help
B6. Understanding expected social rules and behaviour
B7. Understanding new subjects, e.g. Geography
Comments:
R
A
G
A1 Having several teachers for different subjects

Introduce strategies to develop independence in lessons.
Resources to support
o Checklists and planners
o Visual cues for ‘help’, ‘need toilet’, ‘feel unwell’ etc.

Provide opportunities for pupil to interact with a wider range of staff members

Vary teaching staff for established lessons/activities

Reduce levels of attachment between staff and pupil as appropriate to the individual child

Opportunities to meet key staff in high school, if known (e.g. LSA, mentor, SENCo) – if
possible student could have photos with labels for these staff.
Step one:
Step two:
Step three:
Audit of
current
practice
Changes to
current
practice
Use
resources to
support
Ideas for General
Good Practice
Universal good
practice
High School Survivial
Guide
The Helping Hand
High school transition
standards
Readiness for
transition tools
Practice for pupils
with Additional
Needs
Resources to support
personalised
transition
Available at http://www.mewan.net
Access to all but copyright protected