Transition into School

Transitions are a critical part of a pupil’s successful entry into our school. We recognise that many pupils may have experienced extended periods out of education or breakdowns in relationships, which can have a lasting impact on their confidence, wellbeing, and readiness to learn. For this reason, we place a strong emphasis on careful, well-planned transitions that support both new pupils and families, while also maintaining stability for pupils already within the school community.

Our transition process is deliberately structured, relational, and responsive. It is designed to build trust, reduce anxiety, and ensure that pupils are fully supported at each stage of their journey into school.

Pupils will begin their transition by attending school in a gradual and supported way, with an initial focus on building relationships with their class teacher and key adults, and becoming familiar with the school environment, routines, and expectations. As a relationship-based school, establishing positive and trusting relationships is the foundation of all learning. During this stage, a named key adult (agreed with parents/carers) will be identified as the primary point of contact and support for the pupil while in school.

As pupils develop confidence and readiness, elements such as Forest School and Stable Futures will be introduced at an appropriate point in the transition process, in line with individual needs and readiness.

Phase 1

Pupils will attend school for short sessions, typically up to one hour at a time. The focus during this phase is on relationship-building with key adults and completing a Thrive assessment. This supports personal development and enables the school to tailor the environment, routines, and support to meet the pupil’s individual needs.

Phase 2

When pupils are ready to move on from Phase 1, they will attend one-hour sessions with a 1:1 literacy specialist. This targeted programme runs alongside continued Thrive-informed and personal development support, ensuring emotional readiness and engagement with learning.

Phase 3

Pupils who are ready to progress from Phase 2 will continue their 1:1 literacy sessions while beginning to integrate into the classroom alongside their peers. At this stage, the curriculum offer remains carefully reduced and adapted to avoid cognitive overload and to support confidence, regulation, and participation.

Phase 4

As pupils develop greater independence and readiness, they will spend increased time integrated within the classroom, while still receiving targeted 1:1 literacy support. Curriculum adaptations remain in place to ensure learning is accessible and manageable.

Phase 5

Pupils will be ready to access the classroom full-time and engage with the full curriculum, with ongoing support and reasonable adjustments provided in line with their individual needs.

Students  will be introduced to Stable Futures and The Paddocks at Haywards Farm School and Northcroft School when they are ready, typically as they progress into Phase 3 of the transition process. This phase is designed to support pupils in developing transferable skills linked to their Education, Health and Care Plan (EHCP) outcomes, including communication, emotional regulation, independence, and readiness to learn. These skills enable pupils to access learning, participate meaningfully, and develop a sense of belonging alongside their peers within the classroom.

For pupils who are unable to transition into school through the phased transition plan, an annual review of the Education, Health and Care Plan will be convened in line with the SEND Code of Practice (2015). This review will be held in partnership with the local authority, parents/carers, and relevant professionals, to consider the effectiveness of current provision and to agree appropriate alternative provision, additional support, or amendments to the EHCP based on the pupil’s needs.