2.3.4 Managing transitions

Transition can be a difficult, nervous and exciting time for any learner. For children and young people who require additional support it can be a particularly stressful time for them and their family. However, the process can be eased with appropriate understanding, partnership work, support and planning.

It important to understand that transitions occur throughout each day and through the year, not only at the obvious stages such as Early Learning and Childcare Setting – Primary 1 or Primary 7 – S1. Some children and young people may need extra understanding, support and planning at such times.

This is usually referred to as enhanced transition.

There are a number of factors which need to be considered when managing and ensuring effective transitions for learners.

Listed below are some suggestions:

• Work collaboratively during transitions, sharing good practice for the learner in question between all of those involved: the school staff, the learner, the parents/carers, staff from the previous/future establishments, partner services and agencies.

• Consider how this information relates to your practice and whether any reasonable adjustments or strategies need to be put in place in order to meet the learner’s needs.

• Consider how well transition processes are working for your learners. Arrange to get feedback from all involved, both informally and formally, as part of a whole school process.

Show description|Hide description

The icon which represents a file which must be downloaded is Teal square with a lime outline and has a white arrow in the middle pointing downwards toward to two lime coloured lines.

For more information on the principles of good transitions the Scottish Transition Forum have developed a support guide on their website entitled Principles of Good Transitions 3 [Tip: hold Ctrl and click a link to open it in a new tab. (Hide tip)] .

Further information on supporting transitions in the Early years is available in the document Realising the Ambition.