Big changes ahead

The last part of the academic year is exciting, with the sun shining and lots of events and fun things happening. Children will be getting ready to transition from a preschool setting to reception class, from one year group to another or from primary to secondary education and beyond. Not to mention the upcoming summer break (which many of us are in need of).

However, for some children with SEND, this can be a very unsettling time and careful planning and consideration needs to be given on how best to manage such big transitions. This article considers some of the potential changes that will be happening and how we can support children through this time of year.

Keeping routines and structure in place

The last half term before the summer break is often a balance of completing the expected learning requirements and assessments, while also making the most of the weather, with events such a sports day, class days out and summer fetes entering the mix. There may be days towards the final few weeks of term where it is tempting to throw plans out the window and enjoy the sunshine by taking  lessons outside or having a longer outdoor playtime. Although these are all enjoyable and meaningful experiences for children, it is important to consider the potential impact that this may have upon children with SEND.

Children, particularly with SEND, already sense change at this time of year which can be unsettling for them. Add to that a sudden change in their daily routine and structure and it may cause them to become dysregulated very quickly. Therefore, although it is fun to be spontaneous at times, not all children will share your excitement and they will need time and support to prepare for events, different activities, or changes in their daily routines. Depending on the child and their specific needs, this could be as simple as adding another visual to their timetable or they may need a social story about a particular event a week or more in advance.

Also, it is important to remember that for many children this will be a seven-week term, potentially while experiencing extreme weather conditions. Towards the end of it, they will be tired and their ability to self-regulate is going to decrease. We need to be aware of this and be responsive to it in terms of managing our own expectations of them (which we may also have to decrease). The key point is to consider the children in your class and think ahead in terms of how they could potentially respond to changes in their routine, structure, and the weather. As much as possible, pre-empt how you can manage and respond to their needs effectively.

Individualised transition plans

A general approach to transitioning to a new class or year group is to take a child or a group of children to visit their new classroom and teachers towards the end of the summer term. Although this can be an effective strategy and good practice, consideration needs to be given to the specific and individual needs of each child. Some transitions strategies may be suitable for one child but not for another. Consider what would be meaningful and most suitable for each child, for example, some children may benefit from lots of short visits to their new classroom, however, for other children, this may be too unsettling and confusing. Therefore, you may make the decision that the child does not have any visits to their new classroom until they start in September (especially when there will be a six week break in between). As an alternative, their new teacher or teaching assistant could come and visit them in their current classroom, just so they can start to become a familiar person to them.

Other strategies could include setting up the role play area with uniform (particularly if they are transitioning from a pre-school setting to a reception class in a school), social stories and books with photographs of their new classroom and teacher.

The summer break is a long time for many children and coming back at the beginning of the academic year can seem like they are starting for the first time as they have been away for so long. Therefore, photograph books can be a very useful strategy as the child can take it home over the summer break and share it with their parents and carers to keep the link open between home and school over this time.

A further important part of a child’s transition plan should include information sharing with their new teachers. You will have got to know a child quite well over the academic year and may know key information about them, such as potential triggers for meltdowns, what some of their non-verbal communication means and what particularly motivates them to learn and engage in activities. This information is as important as any baseline assessment of a child, as it will help make the transition as smooth as possible, which in turn supports their learning and development.

Continuing transition plans into September

A lot of time and resources are put into place towards the end of the academic year to support children with the upcoming transition to a new class or year group. However, this effort can be lost at the start of the new academic year as the assumption is made that a child is in the new class and therefore, the ‘transition period’ is no longer required.

Children need to continue with their transition plan and have a period of ‘settling in’ to the new classroom at the start of the academic year. They will need time and support to get familiar with the environment,  particularly if the layout of the room has changed over the summer and the children have not had an opportunity to see it until their first day. They will potentially need to learn new routines, expectations and meet new staff. Therefore, it is just as important to put as much consideration, planning and support into place, not only at the end of the academic year, but also at the start of the new one.