Supporting success post-transition
It is important to recognise progress, however small it may seem, and celebrate the successes as they arise. Post-transition success might look like:
• Consistent communication between parents and carers and professionals (e.g., regular meetings, calls or a communication book).
• The child feels safe and secure in the setting (e.g., demonstrated by accepting comfort when distressed or being able to seek familiar adults).
• The child has a positive sense of school belonging.
• Positive relationships with staff are developing (e.g., children feel they have key staff whom they can seek out when needed).
• Including the voice of the child (e.g., regularly and consistently checked and views impacting support plans).
• Including parents’ and carers’ views (providing formats for parents and carers to share their views easily).
• Support for parents and carers is available (staff are knowledgeable of signposting resources that may support parents and carers).
• The child is demonstrating increased independence skills.
• Staff who understand the needs of autistic children and are confident in supporting autistic pupils through transitional periods.
• Identifying areas for professional development for staff.
• Strategies personalised around the individual child.
• Continuous review of strategies used to identify whether these are effective or not.
• Using the experience and expertise of others from outside the school.
(Source: Lancashire County Council’s Educational Psychology Service, 2023)
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