Why transitions matter so much for SEND

Transitions (changing schools, or school to college) are significant even for children without SEND. For children with SEND - particularly autism, ADHD, anxiety - transitions can be particularly challenging. A familiar environment becomes unfamiliar; routines change; new staff don't know the child; expectations shift. A child with anxiety might cope brilliantly in primary school but fall apart in a large secondary. With proper planning and support, most children navigate transitions successfully. Without planning, children can decline rapidly.

Transition planning from Year 5

For the move to secondary school, planning should begin in Year 5 (not Year 6 when most primary children are moving). For a child with SEND, the secondary school needs time to prepare: arranging staff support, teaching staff about the child's needs, building the child's confidence about the move, and planning any necessary environmental modifications. The annual review in Year 6 should focus heavily on transition - ensuring the secondary school and child are properly prepared.

What should happen during transition

Good transition involves: early meetings with the secondary school SENCO (starting Year 5), clear communication of the child's needs and strategies, regular visits to the secondary school (not just one trip), gradual increase in time spent there, a key adult at secondary who knows the child, small group opportunities before full-time transition, and ongoing support in the first term of secondary. The EHCP can specify transition support - make sure it's detailed.

Post-16 transitions - college and beyond

Moving from secondary school to college (or training, employment, or other post-16 provision) is another critical transition. Planning should start in Year 11 (or earlier). The young person needs: clear information about post-16 options, visits to colleges or training providers, a transition plan in the EHCP focusing on preparation for adulthood, and support with decision-making. For young people with complex needs, specialist careers advice and transition professionals may be needed.

Minimising transition trauma

Transitions don't have to be traumatic. With proper planning, communication, and support, most children cope well. EHCP Expert can help you develop a transition plan, write to schools explaining your child's needs, and ensure provision continues through the transition. The key is early planning, clear communication, and treating transitions as a whole-school responsibility, not something left to chance.