SEND Transition

How we support children/young people with SEND starting at our school

We recognise that transitions can be difficult for a child with SEND and take steps to ensure that any transition is a smooth as possible.

If your child is moving child to another school:

We will contact the school SENDCo and ensure he/she knows about any special arrangements or support that need to be made for your child.

We will make sure that all records about your child are passed on as soon as possible.

When moving classes in school:

Information will be passed on to the new class teacher in advance and transition meetings take place with the new/existing teachers. SEND support plans are shared with the new teacher. Staff are invited to attend weekly Inclusion Meetings for help and support.

In Year 6:

There are a range of transition meetings between primary and secondary school staff. It may be necessary for pupils and parents/carers to attend transition meetings. Secondary school staff are invited to attend Statutory EHC reviews for pupils in Year 6.

Focused learning opportunities about aspects of transition are provided by the primary and/or secondary school to support their understanding of the changes ahead.

Pupils will visit their new school on several occasions and in most cases, staff from the new school will visit your child at Ribbon Academy.

Additional visits can be arranged for children who need extra time in their new school.

Place2Be may run transition groups if there are a number of pupils with similar needs and/or concerns. Consent to attend such groups will always be sought by Place2Be.

‘School are there when needed whether it’s for support or a chat. They are constantly checking how kids are getting on.’

PARENT COMMENTS

‘School have done a fantastic job in all areas.’

PARENT COMMENTS

‘Children get off to a flying start at school. They are happy and safe and increasingly independent, and
yet aware of others.’

OFSTED COMMENTS

‘The quality of teaching across all subjects continues to improve.’

OFSTED COMMENTS

‘Ribbon are doing a fantastic job.’

PARENT COMMENTS

‘We are so grateful to all the effort the teachers are putting in.’

PARENT COMMENTS

‘The governing body knows the school and the local community very well.’

OFSTED COMMENTS

‘Staff and the governing body take safeguarding responsibilities very seriously. There is a culture of safeguarding at the school.’

OFSTED COMMENTS

‘Pupils are taking more responsibility for their own learning as they move through Key Stage 1.’

OFSTED COMMENTS

‘Communication systems between classroom and
additional support staff are good and mean that these pupils have access to the
full range of the curriculum suited to their needs.’

OFSTED COMMENTS

‘The teaching of phonics is a strength.’

OFSTED COMMENTS

‘The learning environment, both inside and out, is stimulating and attractive. Staff are skilled in ensuring that children develop their independence as learners who enjoy exploring the world.’

OFSTED COMMENTS

‘My son loves the interaction with his teachers. Thank you all so very much for your hard work and dedication.’

PARENT COMMENTS

‘Children settle well when they enter Ribbon Early Years, communication between home and school is good.’

OFSTED COMMENTS

‘Early Years leaders and staff are expert in using their knowledge of what children can and cannot yet do to sharpen their planning and focus their teaching.’

OFSTED COMMENTS

‘Disadvantaged and most-able children are making particularly good
progress.’

OFSTED COMMENTS

‘All support and communication is brilliant’

PARENT COMMENTS

‘Parents are
confident that their children are happy, safe and well taught.’

OFSTED COMMENTS

‘School and staff should be commended for their quick shift and quality of what’s being communicated with the children.’

PARENT COMMENTS

‘There is clear evidence that you and your staff’s ongoing work to improve the depth of pupils’ mathematical understanding across the school is working.’

OFSTED COMMENTS

‘Ribbon monitor the progress and well-being of pupils who have special educational needs and/or disabilities carefully. Expectations for these pupils are high. As a result, they make generally good progress from their starting points.’

OFSTED COMMENTS