We recognise that transitions can be difficult for a child with SEND and take steps to ensure that any transition is a smooth as possible.
- For pupils joining Oaklands in the Foundation Stage a carefully planned transition from Early Years Settings (pre-school/nursery/child-minder) is coordinated by the Inclusion Leader and Foundation Stage Leader.
- All Early Years Settings are visited by a member of the Foundation Stage staff and the Inclusion Leader where necessary.
- All pupils will visit the school for taster sessions during the summer term before they begin and parents are invited to a parents evening. Additional after school visits can be arranged if needed.
- For some pupils it will be necessary to hold a School Entry Planning meeting to ensure a secure transition. This meeting will usually be held during the summer term before your child starts school and will be attended by You, Early Years setting staff, Oaklands Inclusion Leader and Foundation Stage Leader, other professionals working with your child e.g. Speech and Language Therapist, Early Years SENCo. This meeting will be followed by a review meeting held in the autumn term after your child has started school.
- All pupils entering the Foundation Stage begin on a graduated timetable working towards attending full time. For some pupils this timetable will need to be adjusted and may be longer than others to ensure successful transition into school.
- All pupils will receive a transition book with photographs about the people and places they see when they start school including teachers, teaching assistants, their classroom, playground and cloakroom.
- For pupils joining Oaklands from another school the Inclusion Leader and the Head teacher Miss Parr or the Deputy Head Teacher Miss Robinson will meet with parents and the pupil before they start. The Inclusion Leader will also contact the previous school to discuss the pupil’s individual learning and pastoral needs and ensure equivalent provision, where possible and if necessary, is then in place before a pupils starts. It may be that a pupil begins attending on a graduated timetable building up to attending full time.
- Year 6 Transfer: The Inclusion Leader and Inclusion Support Teacher will meet with the SENCo or Inclusion Manager from the secondary school to discuss the individual learning and pastoral needs of all pupils with SEND. Current intervention, support and resources being used at Oaklands will be discussed so that a successful transition to secondary school (Key Stage 3) can occur.
- For some pupils with SEND, pupils with an EHC Plan and pupils within the Autism Base it will be necessary to hold an Annual Review meeting to plan a more detailed transition to fully ensure individual needs will be met. This meeting will be attended by parents, staff from Oaklands and the secondary school, other professional for example an Educational Psychologist or the Hearing Support Advisory Teacher.
- Pupils with SEND will be offered additional visits to their secondary school to build confidence and help secure a more successful transition to Key Stage 3. These visits may be supported by a member of staff from Oaklands.
- All files and information, including reports from other professionals will be transferred between settings to help inform the transfer.
- If your child was in receipt of SEN funding in their previous placement AND the placement was a Somerset School, then the funding is transferred from the previous school to Oaklands. If your child was in receipt of SEN funding in their previous placement and it was NOT a Somerset school then our Inclusion Leader will liaise with you and the professionals involved with your child to collate evidence to support an application for High Needs Funding.
- We have consultation meetings twice each year with our school Educational Psychologist and an advisory teacher from the Learning Support Service to discuss pupils with SEND. Following this meeting we may ask your permission to seek further professional advice.
- Oaklands will use its ‘best endeavours’ to meet your child’s needs. However, it may be felt following full consultation with you and other professionals working with your child, that an alternative provision is in your child’s best interests for now and their future. If this is the case then we may consider an:
- Inclusion Placement (less than 1 day per week)
- The Interactive Protocol (more than 1 day per week)
- Dual Placement (a child is on roll at a mainstream and a special school and funding is shared)
- Alternative Placement (a child moves full-time to specialist provision)
- It may also be appropriate to apply for an ‘Education, Health and Care Plan’ (replacing Statements from September 2014) for your child, which we would consult with you and the Somerset Support Services about. A statement or EHC Plan does not carry a funding allowance to support pupils.
For pupils moving in and out of the Autism Base (Peacocks class) please follow the link to our Autism Base admissions page.