10 How is Transition planned and managed by the Academy?

10. How is Transition planned and managed by the Academy?

Transition from Primary to Secondary Academy:

  • Parents and students in Year 5 and 6 are invited to visit the Academy in September each year;
  • There are parent meetings in the summer term for Year 5 students at targeted primary schools;
  • On-going primary visits to the Academy for different activities ranging from sports, STEM and terrific technology days. These ensue that the primary students begin to be more comfortable and knowledgeable about the Academy;
  • Information gathered from parents by SEND staff;
  • Talks with the primary schools begin in Year 6 and for those with an EHCP the SENDCO attends their review, where possible;
  • Once a place has been confirmed the SENCO liaises with parents and the primary school;
  • A transition plan is put in place on their advice which could include lots of early visits beginning in the primary school and then here;
  • A mentor might be put in place as a familiar adult to help with transition;
  • Specialist transition mentors from the Specialist teaching service work on programmes especially for autistic students.

Transition from Secondary Academy to College or Training provider:

  • We have close links with all of the college providers in the area;
  • We employ a dedicated Careers Coordinator, who arranges meetings with all of the Key Stage 4 students with staff from Foundation for Jobs, puts a plan in place, advises which colleges provide what, ensures applications are completed and monitors all students to ensure all our leavers have a pathway from secondary school into college, apprenticeship or other training provider;
  • Work experience is available in Year 10 for students;
  • For students with an EHCP a careers advisor from Redcar & Cleveland Local Authority will interview the student in Year 9. This is to ensure a transition plan is in place and the college or provider is able to meet the student’s needs;
  • SENDCO will work with parents, students and the colleges to ensure any specialist provision is in place once a decision is made;
  • We as an Academy regularly invite in all of the college representatives into school to meet and talk to the students and to explain what their college provides;
  • Throughout the year a series of conferences, drop down mornings and other initiatives are delivered to the students to help with transition to college and wider aspects of adult life;

Protocol for students with EHCPs

Protocol for students with EHCPs

Supporting Transfer to Post-16 Provision. In response to the new SEND code of practice a protocol has been devised as good practice for working with students with EHC plans from Year 9. 

Due to the nature of SEND students this will have to be personalised to meet the diverse needs of the students. For students on SEN support a similar version of this good practice will also be implemented.

Year 9

  • Initial discussions and identification of areas of interest 
  • Ideas for specific areas for work experience 
  • Research into colleges and providers within the area
  • Visits to providers for further research arranged by the Academy
  • Copy of EHCP to all providers for initial identification

Year 10

  • Decisions about options using the experience and research from Year 9
  • Possible feasible courses identified
  • Work experience arranged (see further details)
  • Attendance to conferences from post-16 providers
  • Specific groups within conferences to greater meet the needs of students with SEND
  • Specific taster sessions for SEND and students with EHCP plans
  • Named support staff for EHCP students from schools to facilitate and work with post-16 providers.
  • Copy of EHCP will be sent to providers to identify student needs and appropriate mentoring staff for Year 11

Year 11

  • Curriculum tasters within the areas the student is applying for
  • Mentoring from named college staff such as progress tutors
  • Series of visits through Year 11 as agreed in the EHCP
  • Individual plan in place which could involve early attendance at college
  • Opportunities to attend colleges more formally in Year 11 to be discussed during EHC planning meeting
  • Progress tutors or equivalent able to identify any additional needs required for a smooth transition
  • EHC plan to detail clearly what is needed, including funding mechanisms and transition requirements. Copies to all providers identified in the plan.

Work Experience 

  • Identification of areas of interest in Year 9
  • Academy to support feasibility of placement
  • Work experience in Year 10 (may need to be supported by academy staff)
  • Follow up in Year 11 (could be further work experience) 
  • Work experience not necessarily as a full week but arrangements appropriate for the individual (part weeks, day visits etc.)