- Ensure that there is a positive school climate for all incoming first years, including a comprehensive anti-bullying policy
- Make parents welcome and try to dispel any worries or feelings of negativity
- Invite parents, pupils and staff of primary schools to open evenings
- Have a fun open day at the school for all proposed pupils
- Nominate a staff member to co-ordinate transition
- Be aware of incoming children with special educational needs
- Meet with the teachers from the primary school and the child’s parents.
- Carefully review any reports etc received from the parents or the primary school.
- Consider the entrance exam/transition test - how does it cater for pupils with SEN?
- Apply early for resources for each student with SEN, to avoid any gaps in service provision upon arrival
- Investigate the timetable and subject choices for pupils with SEN: Does their timetable need to be adjusted? Is it necessary to reduce the number of subjects? Can subject choice for pupils with SEN be individually tailored? Which subjects would be best for the child and provide the greatest level of access and success?
- Prepare information packs for the primary school and parents, to include information on the curriculum, school maps, school rules, uniform information, school policies etc.
- Organise a mentoring system in the school for incoming pupils who may need additional monitoring and support during their transition period
- Provide opportunities for teaching staff to learn about specific special educational needs of pupils that they will be working with (in-service training, summer courses, books and resources, staff presentations etc.)
- Appoint an SNA as promptly as possible, if one is allocated. Provide them with information and training in relation to the specific needs of the pupil with whom they will be working.
General Educational Information