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Transition: Autumn term parent partnership
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Authors
Date
2025
Educational Level
ISCED Level 1 Primary Education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Context: This action research was conducted in a mainstream junior school (ages 7-11) to enhance the transition experience for Year 2 pupils with special educational needs and disabilities (SEND) entering Year 3 (age 7). The focus was on strengthening early parent/carer partnerships to support a smoother start to the academic year.
Aims: The research aimed to identify additional, simple-to-implement activities that could improve the transition process for children with SEND and foster stronger relationships with parents/carers during the early stages of school entry.
Methods: Two action research cycles were conducted. In Cycle 1, the school piloted three new activities: an INSET Day classroom visit (Sneak Peek) for children and parents/carers, early phone calls home from the SENCO, and a parent/carer questionnaire. The second cycle follows a similar structure, incorporating insights gained from the initial cycle into new planning and execution steps. Cycle 2 extended the phone call strategy to all Year 3 families. Ethical consent has been obtained from participants to share data anonymously.
Findings: The 'Sneak Peek' visit on an INSET Day and phone calls were highly effective in reducing anxiety and building trust with parents/carers of children with SEND. Parents/carers appreciated early contact and felt reassured that provisions were in place from day one. Feedback also highlighted areas for further development, including additional classroom visits, translated communication, and opportunities for children to share their views post-transition. Due to the success of the phone call home, it was then extended to all parents/carers of children in Year 3.
Implications: The study highlights the importance of parental engagement in supporting inclusive education practices. Other educators may learn the value of implementing structured transition activities to facilitate stronger partnerships with families, particularly for students with special educational needs. The development of practice, first for children with SEND and then into universal practice, shows the way that SEND practice can develop into inclusive practice.
Description
Keywords (free text)
inclusion, special educational needs and disabilities (SEND), school transition, parent/carer partnership, early engagement