1. Specialist Support Teams
ASC Team
Supporting Enhanced
Transition KS2 to KS3
Ana Stokes – Autism, Social Communication
Specialist Teacher

3. Positive and trusting relationships with adults are at the core of any successful intervention

4. Start Preparing in Yr5
Promote Independent skills Enhance Social Communication Support Emotional regulation Create Self-awareness

5. Resources
Staff
Peers
Strategies
Books / Programmes

6. Promote Independent skills
They need to know:
What they have to do
Why (relevance)
Steps within activity
What’s happening next
That adults / peers can be a source of
information
When to ask for help? (4Bs)

7. Support Social Communication
How to ask for help
Encourage comment
Respond to questions
Initiate communication
Participation (active/passive)
Facilitate / encourage peer interaction

8. Social skills Holistic approach Prioritise Motivate Adapt
Practice in naturalistic settings
Maximum of 4 per academic year
‘I Can’ Book:
Helps recognise own strengths and develop self-concept

9. Supporting Emotional Regulation (Functional Social Competence – Audit)
Basic Foundational Skills
Ability to communicate wants and needs
Asks for help
Ability to ask for break
Participates in calming activities
Accepts endings/transitions
Ability to wait for short periods of time

10. Supporting Emotional Regulation (Functional Social Competence – Audit)
Emergent Understanding
Attends to group activities
Accepts help from adults to aid regulation
Communicates anger, frustration or disapproval
via verbal / visual means
Able to identify state of arousal and feelings
Accepts unexpected changes
Initiates use of tools / supports to regulate self

11. Supporting Emotional Regulation (Functional Social Competence – Audit)
Functional Confidence
Accepts authority from adults and peers
Handles being corrected by others
Self advocates in adverse situations
Refuses requests of others appropriately
Proactively clears hurdles to maintain expected
regulated state
Ability to tolerate new demands

12. Supporting Emotional Regulation
Step 1 The child / young person is encouraged to see that adults / peers are responsive to their needs and a source of emotional support when needed.

13. Supporting Emotional Regulation
Step 2
How to sooth/cope by themselves:
Access to sensory supports
Sensory break / quiet place
Visual choices of coping strategies

14. Offering emotional support
Increasing stages to offering emotional support:
• Support can be offered directly by an adult
• A choice can be offered
• The young person can be prompted to request
support
• The young person requests support himself.
Possible reluctance to accept support

15. Visual choices of coping strategies
Explore different coping strategies
for different levels of stress
Explore how the young person thinks
adults and peers can support him
emotionally.

16. PFA
If the young person has an PFA, the Annual PFA Review in Yr5 is crucial

17. Evaluate strategies and Plan for Yr6
End of Yr5
Evaluate strategies and Plan for Yr6

18. Year 6 (from beginning) Update Social Skills - revise Continue with:
Independent skills
Emotional Regulation support
Social Communication
‘I Can’ Book

19. YR6 (After SATS)
Start ‘The Big Book About Me’ Chapters 1 to 6 Helps to create self-awareness Fosters self-understanding Programme can be individualised

20. Obtain from Secondary setting:
Yr7 Timetable – Teach how to read a Yr7 timetable A Planner – Teach how to use a planner Obtain a map of the school

21. Start to complete the Arfur Moe’s Transition Workbook

22. Encourage the young person to write
questions about the secondary setting
Learn how to organise the day (matching game)
Learn about life in Secondary school

23. Organisational skills: matching game

24. YR6 (end of May/early June)
School to arrange a transition meeting
Invite parents
Invite a secondary school representative
Prepare a very thorough PCP /Profile

25. About PCP Profile…
Voice of the young person:
Who and What is important to me
How best to support me
What I am good at
What we like and admire about him

26. At the transition meeting
Arrange extra visits to secondary school
(Young person to explore important areas and meet
significant people)
Arrange taster sessions
Incorporate useful aspects of the Secondary
setting’s own transition package

27. To be discussed at the transition meeting :
Daily arrangements Travel arrangements Safe place Summer school Homework club Lunchtime /after school clubs of interest Find answers to the young person’s questions (young person can attend at the end)

28. Yr6 PFA
Combine IPFA/PFA Review with Transition. All reviews to take place no later than 31st May Electronic copy to:

29. Review documentation Progress made towards current outcomes
Updated outcomes
Costed provision map (i.e. breakdown
of costs for current interventions / support