Primary/ Secondary Transition

Mainstream pupils

The Y5 transition meeting takes place in the Autumn Term of year 5.

We usually suggest to parents that they attend open evenings from Y4 onwards. 

From Y5 onwards pupils who receive a regular visit from a teacher of the deaf and have an Individual Plan will receive targeted support to help them prepare for the transition to secondary school.

Pupils who receive regular support from a Teacher of the deaf (A and B category) may have a T of D accompany them on visits to schools, especially if they have an EHCP and are undecided about attending the Secondary Resource Base or a mainstream setting.

T of D’s with Yr. 6 students notify senior teachers of pupil destination when known and these are recorded in a chart.  All A’s and B’s have a Primary Secondary Transfer report and these are usually written by June and circulated.

The SENCO transition meeting for all schools is usually the second week of June and a senior teacher from the Hearing Support Service attends and will alert SENCOs to the needs of students who will be transferring

 

Pupils with an EHCP who will be attending the Secondary Resource Base

Pupils from the Primary Resource Base visit the Secondary Resource Base for a social activity e.g. a cooking or craft activity. Peer mentors also visit the primary resource base. This means that for some pupils they may be starting to become familiar with the resource base from Yr. 1.

Parents and students of Out of Borough students are encouraged to visit the Resource Base. Two teachers from the Resource Base will visit the pupil in the primary setting to establish if the pupil’s needs can be met at the Secondary Resource Base.

 

Primary Secondary transition morning

This takes place early July after SATs have finished and before extra- curricular end of year events start taking place. Planning starts in the spring term through the Secondary Phase group meetings.

The event usually takes place at the Secondary Resource Base (SRB) and pupils who are based at the SRB help to plan and deliver the activities, especially if they have recently transitioned. For example, they conduct a tour, prepare and show a PowerPoint presentation ,play games and are available for Q and A.

The Yr. 6 pupils complete a Before and After session sheet, and it nearly always shows that they are feeling much more confident and empowered by the end of the morning.

The pupils complete a Top Tips sheet at the end of the morning that is personal and relevant to them and this is sent to the parent and SENCOs at their primary and secondary school.

 

Pupils who can’t attend the transition morning

This has certainly been the case due to COVID restrictions so some of these transitions have taken place virtually e.g. via Zoom /Teams with the parent and the primary and secondary T of D present. This may be a T of D from another London borough.

At these virtual events the pupils are given an opportunity to discuss their concerns. They are then given a virtual tour via a PowerPoint presentation or video that has been prepared by a sec aged pupil to demonstrate the differences between a primary and secondary setting.

At the end of the session and after further discussions the pupil considers their Top Tips and these are then forwarded for distribution once they have been completed.

 

Pupils who have additional needs

If the pupil has audio equipment and will be attending a mainstream secondary school then they are invited to attend the transition morning.

For other pupils the transition takes place at their special schools.

 

Training for staff

Bespoke training is provided according to the needs of the pupils and the setting requirements.

This can be delivered on site to the whole school or to specific staff groups. Timings are determined by the school settings.

Information leaflets are sent to the SENCOs for distribution about the specific needs of pupils and this is also discussed at the Service School Agreement meeting.

TA’s and new teachers are also invited to attend generic training which takes place over a 2-day period.

In the special schools TA’s have the opportunity to observe the teacher work with individual students on a rotational basis, so they can better understand individual students hearing and equipment needs

 

Plans for the future

In the past we have had transition events for parents to help them to make an informed choice regarding choosing schools etc. and these are likely to be reinstated.

We are always looking for ways to involve the students, and it has definitely been a more successful transition when the activities have been pupil led.