Supporting pupils with additional needs through change

Information about the school

George Street Primary School is in Wainfelin, just outside the town of Pontypool in the county of Torfaen.  There are 466 pupils on roll between the ages of 3 and 11, including 62 who attend the nursery on a part-time basis.

Thirty per cent of pupils are eligible for free school meals, which is above the national average (18%).  Many pupils are of white British ethnicity and come from homes where English is the main language.  Around 13% of pupils are from gypsy and traveller backgrounds.  A very few pupils speak English as an additional language.  A very few pupils speak Welsh at home.

The school identifies that around 19% of pupils have additional learning needs.  This is below the national average (21%).

The school is currently a pioneer school and is working with the Welsh Government and other schools to take forward developments relating to professional learning.

Context and background to the effective or innovative practice

The school has recognised that, for a relatively small group of pupils, there is a need for carefully managed individualised support for their transition to different points in their education.  Staff invest time and expertise in tailoring enhanced transition arrangements to ensure that these pupils sustain good progress despite inevitable changes in provision from one school or phase to another. Parents are closely involved in the process from the initial meeting when the plan is agreed, to the review meeting held once the transition has taken place.

Description of nature of strategy or activity

Enhanced transition plans are used to support vulnerable pupils throughout the school.  This includes transitions from:

• pre-school settings to George Street Primary School
• foundation phase to key stage 2
• key stage 2 to key stage 3
• mainstream setting to a special needs resource base and vice-versa
• mid-phase transition from George Street Primary School to another mainstream school and vice versa
• one year group to the next within the school
• one teacher or teaching assistant to another mid-year

Each transition begins with an initial meeting based on the person-centred planning (PCP) approach, involving all those who care for and work with the pupil.  Within school transition points, the discussions always include parents, the additional needs learning co-ordinator (ALNCo), the current and future class teachers and teaching assistants.  Where applicable, the education psychologist, the autistic spectrum disorder officer and speech and language therapy team also participate, along with any other professionals working with the pupil.  For transitions from George Street Primary to another setting or vice-versa, also attending will be the Flying Start officer (Early Years transitions), the Transition Lead (for key stage 2 to key stage 3 transition), the receiving ALNCo and the new class teacher.  Usually, the pupil also attends the meeting, even if it is for a short while so that they can share their own views or concerns regarding the transition.  Where this is not appropriate, or where the pupil chooses not to attend, staff gather their views and questions beforehand, so that these can be included in the person-centred plan.

During the initial meeting, depending on the needs of the pupil, the following information is shared and discussed;

• relevant personal information
• any additional learning needs
• the role and scope of outside agency involvement
• relevant assessment data
• individual pupil plans such as play plans, individual education plans or enhanced individual behaviour plans
• relevant risk assessments
• positive handling plans

Everyone present contributes to writing and reviewing the PCP, with the opportunity for adults to ask questions and clarify the pupils’ needs and identify strengths and any shortcomings in the current provision.  The individualised transition plan is then agreed, which usually includes all or some of the following actions, depending on the needs of the pupil:

• research by the pupil and key worker on their new school, class, teacher, or teaching assistant
• visits by the ALNCo, new teacher, or teaching assistant to meet the pupil in their current classroom or setting
• visits by the pupil to the new classroom or setting with parents and a member of staff from the current setting; the member of staff will stay with the pupil for the first couple of visits – as the pupil’s confidence grows, the member of staff will remain in the setting, but out of sight so that they are available if needed, while building the pupil’s independence
• independent visits by the pupil to the new setting
• a photographic memory booklet of their new setting is produced; this can include the various areas of the classroom, cloakroom, toilets, outdoor area, main entrance, school hall, key members of staff and possible new friends – the pupil takes as much responsibility as possible for making this booklet which is shared at home and, where appropriate, a memory book of their current school will also be produced with the pupil for them to take home and keep

What impact has this work had on provision and learners’ standards?

By the time the pupil leaves their current class or setting, they have already built a positive relationship with their new teacher and teaching assistants.  They know precisely what arrangements are in place for them and feel more confident about the move.  As a result, pupils settle readily into their new setting without the interruptions that adjusting to change often brings. 

New staff gain a clear insight into the individual pupil’s behaviours and needs.  This supports them to know what works well and what to avoid and ensures that most pupils continue to make good progress against individual targets.

The enhanced transition is also a beneficial experience for parents who are often concerned about the impact of changes for their child. Involving parents fully in the process from the outset eases their anxiety and supports them to build positive relationships with staff they are unfamiliar with.  It enables them to share information and concerns first-hand and to be reassured that important continuity in provision is maintained.  This positivity then feeds through to the pupil.

How have you shared your good practice?

The ALNCo is a member of the consortium lead ALNCo group established in July 2017 as a result of the Innovation Grant Project.  The focus of the group is to support schools in preparing for, and implementing, statutory reform.  The ALNCo is leading the work on enhanced transition, having led a transition workshop at the consortium additional leaning needs transformation conference in 2018 and is now working on training packages that focus on Early Years transition across the region.