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Transition: A school approach
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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: The study focuses on the transition processes for children with Special Educational Needs and Disabilities (SEND) within a mainstream primary school context. It emphasises the importance of maintaining accurate records of reasonable adjustments for individual students, which are crucial for ensuring effective transitions.
Aims: The primary aim of the action research is to refine and enhance the school's approach to transitioning children with ISEND. This includes examining the current practices, using data to inform decision-making, and ensuring that the needs of these children are adequately met during crucial transition periods.
Methods: The research employs an action research methodology, encompassing multiple cycles of planning, action, observation, and reflection. Ethical consent was obtained to publish anonymous data. The first and second research cycles included a thorough literature review to shape the inquiry, detailed planning stages to create actionable steps, and two review phases to assess the effectiveness of implemented strategies.
Findings: The findings indicate that a well-structured approach, involving the participation of year group staff, significantly contributes to smoother transitions for children with ISEND. The creation of tools such as SEND transition forms and spreadsheets detailing reasonable adjustments proved effective in communicating required information to new teachers, fostering better preparedness and understanding of individual needs.
Implications: The study highlights the potential benefits of systematic planning and information sharing as critical components of effective transition strategies for children with ISEND. Other educators may find that adopting similar frameworks and leveraging data management tools can enhance their practices around transitions, ultimately promoting inclusivity and tailored support for this student demographic. This could lead to a more cohesive school environment that adequately addresses the diverse needs of students.
Description
Keywords (free text)
inclusion, special educational needs and disabilities (SEND), transition, reasonable adjustments, pupil voice, adaptive teaching