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asking the child or young person what would support them best

stories/ programmes

reminders of the possible changes as well as staying open minded

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1. Buddy system - this could be used for a transition from schools where for example a older person in a different year group buddies up with the child who is transitioning to their new school so they feel more comfortable as they have someone extra to support them personally.

2. Counsellor- This could be used when a child may experiences bereavement, for example the child being able to talk about their feelings and having ways to cope with the grief.

3. Learning support assistant - This could be used a child who is transitioning from one year group in school to the next, for example they could have extra support with the more difficult work so they don’t fall behind and so that they are getting the support needed to be on the same level of the other children.

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don't have the cognitive skill to process the information

for SEND children it could be more overwhelming then it would be for a neurotypical child

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You can talk positively and openly about the change. To do this, you can ask them to make a list about the things they are looking forward to and what they are worried about. You can also involve them in planning the transition for example: planning how their bedroom would look in a new house.

In an early years setting, you can set up activities for the children for example: role playing in a house or an activity which promotes talking about their emotions and allows them to ask questions they may have regarding the change.

Set up groups within the school with children going through similar changes at the same time. If they are younger and less likely to understand you can just do simple things like activity club or drawing club. If they are older, they may be more open to discussing their feelings with people going through similar situations and may benefit from this.

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Discussions: Hold one-on-one meetings with children and their families to discuss the transition process. Encourage children to express their feelings, concerns, and hopes about moving to a new setting, whether it’s starting school or moving up to a new class. This can be done through simple conversations or using visual aids like pictures or storybooks that help illustrate the transition.

Create a Transition Plan Together: Collaborate with children and their families to develop a personalized transition plan. This plan can include specific goals, activities, and timelines. Involve children in decision-making by asking them what they would like to include in their plan, such as visiting the new setting, meeting new teachers, or participating in specific activities.

By implementing these strategies, early years settings can empower children to take an active role in their transition planning, promoting a smoother and more positive experience as they move to the next stage of their education.

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Starting pre school:

Having settling in sessions so that they are prepared, having parents come to the setting with their child so that there is a familiar face and they are able to explore the new environment.

Primary school to secondary school:

Induction days in year 6 to become familiar with the new environment

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providing accurate information to young children is sometimes the better thing to do, children learn best through facts, an example of this could be telling them why the planet is at risk rather than telling them the planate is poorly, be explaining climate change you expanding there knowledge widening there possibility's for learning about similar transitions such as evolution. example of this seen in setting could be bereavement, in the case of a child who is struggling to understand where there parent or a loved one has gone rather than telling them a lie eg there in the stars, it may be time to explain the concept of death, this way the child can learn and understand that there not coming back.

other examples of facts having a positive impact could be information on periods if the child unfortunately retrieves it early or moving house and exploring the aria through pictures or videos.

strategies to cope with transitions involving facts could be,

creating a picture book of the new aria there moving to involving exiting places to visit and daily trips such as a park, café or shop.

holding a lesson about puberty to talk about expected changes and how baby's get created. (at an appropriate age)

being open and honest about what happens in cases such as death so there is no confusion for the child

hosting settling in sessions for younger children to explore new settings.

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Liaising with the parents/carers ensure that the staffs and the parents are on the same wavelength with what the child needs.

nursery-school

By working with parent sand carers and the new school the child can access the support they need in the changing circumstances. They will learn how to best support the child and provide them with the resources they need to thrive.

In addition, working with the parents can also what the child needs best to and their interests so that they feel included and appreciated in the school environment. It can also support with the home environment as practioners can give advice on how to support the child go through the transition easier which can also help when they come to education making it easier for practioners and carers to help them. Furthermore, working with parents and carers can help really understand the situation and the change they are going through helping both the families and the child in going through transitions which creates a safe place for the child both at home and at education.

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Trying to distract the child if they get unsettled. E.g. if they are missing a parent. Trying to distract them will allow them to not think of wanting to be at home and wanting their parent. the child may also miss them being at home, if the setting is new, the setting may be able to get them to do activities that reminds them of being at home or activities to make them feel comfortable even if they are missing home.

Having settling in sessions where the parent comes into the setting to be with their child. This will allow the child to get used to the setting and know that it is a safe and fun environment. This could then lead to the parents going into the setting for a little then leaving the child and coming back to them. This will allow the child to know that their parents are coming back, and this will lead to the child thinking that it is a safe environment.

making sure that they know their key worker

allowing the child to get to know their key worker and making sure that they know that they can go to them at any time that they need or if they feel uncomfortable, they know that they can go to them. Before the child starts the setting, the key worker can meet the child and the parent so that there is a familiar face when they start.

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specialist support is individual, one-to-one support for a child based on their needs to support them through transitions.

Getting a diagnosis:

having specialist support would help a child adjust when receiving a SEND diagnosis. for a recently diagnosed child, specialist support could be counselling with a SEND counsellor. this could be talking or play therapy to help the child understand and come to terms with their recent diagnosis and learn how they can support themselves and help them cope with the transition.

bereavement:

a grief counsellor could be used to support a child through grief if they have recently lost a loved one. this specialist support could help them learn coping strategies and help them come to terms with the transition of bereavement through talking and encouraging them to express their thoughts and feelings.

gender transition:

counselling could help a child who is transitioning gender as it can help them come to terms with their identity and help them in the transition to feel more comfortable. the therapy could include strategies to help them feel more comfortable in their body, e.g. trying on different clothes and experimenting with styles and hairstyles. this can then support them in having a positive self-esteem and have a better self-image.