About cerebral palsy For disabled people achieving equality Equalising the transition process What we can do to make the transition from Primary to Secondary education successful for pupils with special educational needs

The Process  Early start  The right people  The right questions  Acknowledging the difference  Forward planning  Training  Getting the attitudes right

Early start  Pupils will transfer to secondary education sometime between the ages of 11.5 years and 12.5 years.  Where pupils have additional needs the planning has to start in the school year prior to the transfer year  Meetings with parents will help to establish the information needed to assist transfer

The right people  Who should we get information from?  Do we need these people to re-assess the pupil?  Getting parental support Parents may need to get professionals to help at this time  Targeting Prioritise the need for input.  Follow up Check halfway through this school year that we will have this information

The right questions  What has she achieved?  What do we hope and expect she will achieve in the coming year?  What concerns do we have?  What will need to happen to ensure successful transition?

Acknowledging the difference  Size  Layout  Numbers  Style  Pace  Curriculum  Uniform  Attitude  Books  Fatigue  Homework  Trips

Forward planning  How will these predictable differences affect the way she copes with school?  Can we put any actions into place to improve her chances of success?  Can we prepare the new school to better support her?  Identify gaps technological and other solutions training needs key staff trainers

Attitudes  All the planning in the world won’t prevent things going wrong if the receiving school doesn’t have a positive attitude to disability  We know that inclusion breakdown is most common at or soon after the time of secondary transfer  Staff in the receiving school have to feel that systems support them to take on a child with complex need

Consulting the child  The child has a right to have a voice in the decision making process  Children cannot comment from a point of little or no knowledge  Ensuring that the child can have an informed voice is an essential part of the process