Moving to secondary school

This page will guide you through the key transition focuses when moving from primary education to secondary education, and how to prepare for adulthood at this stage

Key transition focuses

The key transition focuses from moving from primary education to secondary education include: 

• preparing for new routines - the transition to a more structured and often a larger secondary school can be overwhelming for students with SEND
• preparing for the demands of the curriculum. The need for the primary and secondary settings to work together around transition
• accessing the right support in the right place at the right time
• skills building - focus on building resilience, organisation and independence skills

Enhanced support

Enhanced support at this transition stage may include: 

• transition meetings involving young people, parents, Primary school staff, Secondary school SENDCO and external professionals - speech therapists, occupational therapists and school nurses
• multiple visits to the Secondary school with opportunities to meet teachers, observe lessons, and tour facilities
• development of an updated SEND Support plan for those who are on SEND Threshold 3 and above and an updated EHC plan for those who have one that aligns with the demands of secondary education
• buddy system or peer support groups to foster social integration alongside nominated person in the Secondary school for support
• using technology such as google classroom for children to meet their teacher and tutor group prior to admission
• modifications in the curriculum, environment, or resources to accommodate the specific needs - such as extra time, assistive technology
• discussions around prior achievement/barriers to learning. Can we adapt the curriculum? Will the setting make allowance for a reduced expectation on GCSE level accreditation etc? Where are the vocational pathways and support for enhanced careers advice?

This relates to SEND thresholds 1-3. 

Complex support

Complex support at this transition stage may include: 

• specific therapeutic or behavioural intervention that address anxiety of challenges in adjusting to the new setting
• an enhanced team of professionals - psychologists, learning specialists - to work on strategies to improve attention, social skills, and/or emotional regulation
• in school support services - specialist teaching assistants or resource rooms/bases to manage more intensive needs
• due to the overwhelming nature of a large Secondary setting - what is needed to ensure that phobias are addressed around having to socialise, navigate the buildings at busy times, issues with eating in front of others - what reasonable adjustments are being made?

This relates to SEND thresholds 3-5. 

Find out more and SEND thresholds

Preparation for adulthood

There are things to think about for your child for preparing for adulthood at this stage which include:

• starting to understand social media and the challenges around this
• preparing for sex education and relationship building
• understanding the difference between healthy and non-healthy groups of food and cooking appropriately
• understanding the importance of leisure and hobby activities
• access to sleepovers and residential trips
• starting to build emotional resilience and skills for managing change and tackling new situations and experiences
• thinking about independent travel, work related experience and taking control of health appointments

Stepping Up advice for this transition

1. In the summer prior to the transition - spend some permitted time on the school's grounds familiarising yourself with the building and the local area.
2. Look up Ofsted reports - any comments about inclusion and the outcomes for those children and young people with SEND?
3. Consider your child's view on where they would like to go and what they would like when choosing a secondary school - think about:
   1. Would they like to go to the same school as friends/ siblings?
   2. Is there a specialist sporting/curriculum area that they would want?
   3. Can they travel easily?
   4. Visiting the school - does it feel calm and welcoming? Is there plenty of space for group activities but also quiet spaces?
   5. Is the school accessible and what do the playground and break rooms look like?
   6. Do children with SEND make good progress? Are there any other children like my child attending the school?
   7. Do you have all the support agencies involved? How will you monitor and review your child's work?
   8. Is there a time out or quiet space/ how does my child communicate their needs particularly in respect of behaviour?
   9. Where are the destinations of young people with SEND and what is the support available?
   10. How will the school include my child on school trips?
   11. How are you going to communicate with me and with whom?
4. Think about if they can adapt the curriculum? Will the setting make allowances for a reduced expectation at GCSE level accreditation etc? Where are the vocational pathways and support for enhanced and complex careers advice? Are there any other qualifications at foundation level and/or entry levels 1 and 2?
5. Check out behaviour policies - the school's tolerance to behaviour and their strategies to support behaviour and learning/ communication needs as well as suspensions and exclusions in the school.