Transition Policy

Meadow High School

Transition Policy and Agreement

 

Our Vision

To ensure all pupils and families entering Meadow High School are welcomed and supported through their transition into Meadow.

To support pupils and their families in transferring seamlessly between schools, maintaining and building on education and support established in Key Stage 2 and other secondary schools.

 

Aims

To have high standards of communication between Meadow High School and its feeder schools.

We will have pupil profiles in place for all pupils prior to them starting at Meadow.

We will have Risk Assessments and Positive Handling Plans in place prior to pupils’ entry to Year 7 or other year transfers where it is evident that they will be needed.

We will undertake further assessments by the Multi Disciplinary Team during Year 7 or other year transfers where appropriate.

We will have care plans in place prior to entry to Year 7 or other year transfers where appropriate.

We will have policies and procedures related to transition in place which are agreed and implemented by all stakeholders and reviewed annually (Policy bi-annual).

We will have shared the information about effective teaching strategies and classroom routines shared by Primary schools or other host schools prior to transition to Meadow.

To use a variety of teaching strategies to meet the needs of all children and to build on their prior attainment.

To allocate staff giving particular attention to the individual needs of the children, taking into consideration their social, emotional and educational needs as well as any risk assessments and PHPs.

To undertake visits and use other means to ensure key information is shared between feeder Primary Schools/Secondary schools and MHS both for teachers, members of the Multi Disciplinary Team and pupils.

To ensure that transition is a positive experience which supports and motivates children and their families.

 

Objectives

  • That all relevant assessments are undertaken to establish the pupil’s independent level of achievement across the curriculum during their first terms at Meadow. Including base line assessment.
     
  • That key resources are identified, planned for and put in place prior to a pupil’s entry to Year 7 or other parts of the school.
     
  • That wherever necessary MDT team are able to visit pupils in feeder school before they start at Meadow so that their therapeutic support can be planned for prior to entry to Meadow.  If this is not possible that they have early assessment in the pupil’s first half term.
     
  • That communication takes place between Meadow High School and the feeder schools so that all relevant information about a pupil is transferred.
     
  • That the transition programme prior to entry into Year 7 helps pupils understand the routines and expectations in Key Stage 3. For pupils transitioning into other year groups appropriate opportunities are given to visit the school
     
  • That the year 7 classes are predominantly class taught to enable a smooth transition between phases and ensure that all pupils are give appropriate time to settle into Meadow High School.
     
  • That a pupil profile will be completed for all pupils transferring to Meadow High school so key information is shared by all relevant staff.
     
  • That Meadow offers a bespoke and detailed transition package for every child irrespective of the child’s complexity.
     
  • That appropriate teaching methods are employed to ensure continuity in learning.
     
  • That monitoring and evaluation of all aspects of the transition process are undertaken and any developments are integrated into school improvement planning.
     
  • That staff knowledge and understanding of the pupils joining the school incorporates all information necessary to allow a safe, supportive transition.

 

Procedure (for the majority of pupils)

  • When Meadow suggested as potential secondary transition school parents are invited to visit Meadow to look round the school and discuss what Meadow offers.
     
  • The transition coordinator, or appointed person, will visit children in their current school, collect examples of work and information from school and meet with staff familiar with the child to collect information for profiles.
     

A series of transition events are offered including

  • Treasure Hunt at Meadow before Easter in small groups - all pupils are invited with staff or parents to visit the school and find the treasure.
     
  • Story Time at Meadow in small groups - all pupils invited with staff or parents to visit the school and share a story in the library
     
  • Fruit Kebabs at Meadow in small groups – all pupils invited with staff or parents to design and make a fruit kebab
     
  • Pop up book and lunch - all pupils invited with staff or parents and split into groups to make a pop-up book of Meadow.
     
  • Meet the tutor morning and lunch at Meadow - all pupils invited with staff or parents and split into groups to experience lessons at Meadow in possible class groups.
     
  • Borough transition day - the children will make their personalised transition booklets and work with class group for year 7.
     
  • Additional sessions including lunch session where needed by arrangement.
     
  • Parents Evening the day after transition day for parents to come and chat and meet some school staff .
     
  • Parents coffee afternoon arranged annually in June for informal meet and greet

 

Whilst this is the general plan for all Year 7 pupils transitioning to Meadow there is flexibility within this to meet individual needs.  Other years transitioning into Meadow are based on individual circumstances.

 

Parents/Carers

Parents and Carers are welcome to make an appointment to visit the school for a tour of our facilities while their child is in Year 5 onwards.

 

Role of the Meadow High School Transition Coordinator

The coordinator for transition is responsible for monitoring and standards within transition and producing the first pupil profile.

The coordinator supports colleagues by giving them information about current developments in transition and providing a strategic lead and direction for transition between Key Stage 2 and Key Stage 3. 

The coordinator for transition will, wherever practicable, observe the pupils in situ prior to placement to ensure that all necessary assessments and planning can be put in place.

The coordinator for transition will ensure that the pupil profile is made available to all the Meadow High school staff.   

 

Review:

This policy will be reviewed every 2 years or whenever deemed necessary by the Head Teacher and Governors in the light of events and changes in the law.

Produced by Claire Caddell – Assistant Head Teacher for Year 7, Complex LD and Transition

 

Approved 27 March 2017