We believe this policy should be a working document that is fit for purpose, represents the school ethos, enables consistency and quality across the school and is related to the following legislation:
Children Act 1989
Standards and Framework Act 1998
Education Act 2002
Children Act 2004
Safeguarding Vulnerable Groups Act 2006
Education and Inspections Act 2006
Children and Young Persons Act 2008
Equality Act 2010
Education Act 2011
Special Educational Needs and Disability (Detained Persons) Regulations 2015
The following documentation is also related to this policy:
Practitioners' Experiences of the Early Years Foundation Stage (DfE)
Statutory Framework for the Early Years Foundation Stage (DfE)
What Makes a Successful Transition from Primary to Secondary School? (DfE)
Equality Act 2010: Advice for Schools (DfE)
Keeping Children Safe in Education: Statutory Guidance for Schools and Colleges (DfE)
Special Educational Needs and Disability Code of Practice: 0 to 25 Years. Statutory Guidance for Organisations Who Work With and Support Children and Young People with Special Educational Needs and Disabilities (DfE) and (DoH)
Working Together to Safeguard Children: A Guide to Inter-agency Working to Safeguard and Promote the Welfare of Children.
We believe that it is very important to have good liaison to enable schools in different phases to obtain a better understanding of each other's needs and problems and of the way in which each operates. The requirements of the National Curriculum mean that curriculum continuity, assessment procedures, recording and reporting, and the flow of information takes on an increased importance in the transition process.
We believe transition means the movement of pupils that takes place from one setting to another. We work hard to ensure that all children are supported in settling into their new learning environment in preparation for their future learning and development.
We want all children to achieve and to produce their very best and therefore we will ensure that the transition process runs smoothly in order for this to be achieved by having in place effective communication between teachers, parental engagement, an induction programme based on continuity and progression.
We believe transition is a 'process, not an event and should be planned for and discussed with children and parents/carers'. (Statutory Framework for the Early Years Foundation Phase)
We wish to work closely with the School Council and to hear their views and opinions as we acknowledge and support Article 12 of the United Nations Convention on the Rights of the Child that children should be encouraged to form and to express their views.
We as a school community have a commitment to promote equality. Therefore, an equality impact assessment has been undertaken and we believe this policy is in line with the Equality Act 2010.
We believe it is essential that this policy clearly identifies and outlines the roles and responsibilities of all those involved in the procedures and arrangements that is connected with this policy.
Role of the Governing Body:
Role of the Senior Leadership Team:
Ensure all school personnel, pupils and parents are aware of and comply with this policy;
Ensure funding is in place in order to undertake liaison and transition;
Provide leadership and vision in respect of equality;
Make effective use of relevant research and information to improve this policy;
Provide guidance, support and training to all staff;
Monitor the effectiveness of this policy by:
monitoring learning and teaching through observing lessons
monitoring planning and assessment
speaking with pupils, school personnel, parents and governors
Role of the Coordinator – Mr Christopher Williams:
lead the development of liaison and transition throughout the school;
coordinate an induction programme;
ensure effective communication between teachers of each phase;
encourage parental engagement;
ensure continuity and progression in pastoral care and curricular content;
organise termly liaison and transition meetings between all phases when a
variety of issues are discussed and implemented;
organise the smooth transition from Y6 to the secondary sector by:
arranging times for Y6 pupils to visit the secondary school and to work alongside their secondary colleagues;
encouraging continuity in curriculum, teaching styles and classroom organisation;
and encouraging the staff of the secondary school to visit to discuss pupil's progress
organise visits by teachers from feeder classes to transitional classes and vice versa;
undertake risk assessments when required;
review and monitor.
Role of School Personnel:
be aware of all other linked policies;
maintain high standards of ethics and behaviour within and outside school and not to undermine fundamental British values;
bring to the attention of the coordinator any concerns they have on any aspect of this policy;
attend termly liaison and transition meetings between phases;
attend the end of year meeting for the ‘hand over’ of pupil information and records;
attend meetings to moderate pupils’ work;
be available during school time to discuss transitional issues with any concerned parent
implement the school’s equalities policy and schemes;
report and deal with all incidents of discrimination;
attend appropriate training sessions on equality;
report any concerns they have on any aspect of the school community.
Role of Pupils:
be aware of and comply with this policy;
listen carefully to all instructions given by the teacher;
ask for further help if they do not understand;
treat others, their work and equipment with respect;
support the school Code of Conduct and guidance necessary to ensure the smooth running of the school;
liaise with the Pupil Voice Groups;
take part in questionnaires and surveys.
Role of Parents/Carers:
be aware of and comply with this policy;
be asked to take part periodic surveys conducted by the school;
support the school Code of Conduct and guidance necessary to ensure smooth running of the school;
will be invited to attend:
an information meeting prior to their children moving between phases;
curriculum workshops throughout the academic year;
‘Parents and Children Working Together’ events each term;
Parent-teacher consultations once per term.
This policy will be reviewed when necessary.