School and Key Stage Transitions

School admissions during normal transition times

Looked After Children frequently find transitions from one school to another very difficult because of past circumstances. Normal transition times are:

Nursery to Key Stage 1 (infant): Even when a nursery is attached to a primary school, you may be required to apply for a place in the primary school. Carers and social workers are responsible for knowing when this is a requirement and making an application in keeping with the appropriate timescales.

Key Stage 1 (infant) to Key Stage 2 (junior): In some schools, the infant and junior school are separate and have different headteachers. Carers and social workers are responsible for knowing if there are any transition requirements so they can meet them.

Key Stage 2 (junior) to Key Stage 3 (secondary): This is a major transition for any child and can be particularly traumatic for a Looked After Child. Children must adapt from being the oldest in a small school to the smallest in an often much larger school. They have to adapt from having one teacher for all subjects to around a dozen teachers for different subjects, from doing the majority of their lessons in one classroom to having multiple classrooms to travel to around a much larger, crowded building.

In supporting the transition of a Looked After Child from primary to secondary school, carers, supported by the social worker and VSO, should:

Begin to search for an appropriate secondary school in the autumn term of Year 5
Ensure transition is a subject discussed at each review of the child's PEP from the autumn term of Year 5
Attend all transition advice meetings arranged by the child's primary school
With the child, attend open sessions offered by at least three secondary schools, so they can question teachers directly about the academic and pastoral support, enquire about the wider life of the school, view first-hand the physical aspects of the school and then make comparisons between schools
Speak with the designated teacher in all the schools being considered and discuss with them what support they offer Looked After Children
Listen to the child's views about which school they would like to attend
If the child has an EHC Plan, discuss with the primary school SENCO and the SEN department of the local authority which maintains the plan the schools which are best suited to meet the needs of the child outlined in their plan. It is also good practice to consult the VSO for the child
For Looked After Children who do not have an EHC Plan, an application for a secondary school place should be made by the required date in October of Year 6, ensuring their looked after status is made clear
Throughout Year 6, prepare the child for transition through motivational and aspirational conversations at home
Request the designated teacher from the new secondary school (and SENCO if the child has an EHC Plan) attend the last PEP in Year 6 in the summer term so the meeting can be focused on ensuring a smooth transition.

In the summer of Year 6, receiving secondary schools will usually invite those children in Year 6 who will be joining them in Year 7 to visit the school for a day in order to get to know the school layout and some of their new teachers and classmates. The carer and the social worker should ensure the child attends any such transition days. Where a child is particularly anxious about the move, the carer and social worker can request additional transitional activities from the secondary school. The child's VSO would be best placed to advise on what types of activities may be appropriate.

Key Stage 4 (secondary) to Key Stage 5 (6th form/further education/college): All young people are expected to be in education, training or employment up to the age of 18. This may be in a variety of education of training provisions and may include apprenticeships, traineeships, work experience, internships and voluntary work, as well as courses of study in schools and colleges. Preparation for this transition should begin during the PEP of the spring term in Year 10 and should subsequently be a standing item on the PEP meeting agenda for the rest of Year 10 and 11.

The views and aspirations of the young person should be paramount in any discussion about Key Stage 5 plans. All Key Stage 5 courses will have specific entry criteria. Enquiries regarding this should be made in Year 10 and the likelihood of the young person meeting them discussed at each PEP meeting, with targets set and any extra support needed to meet these being provided.

Carers are expected to attend any transition advice sessions provided by the young person's secondary school. The carer should accompany the young person to any open evenings in the schools and colleges of their choice, supporting them in their preparation, in asking relevant questions of the staff and in undertaking research into what courses are on offer, entry qualifications needed and past results. The young person's VSO is also available to provide information, advice and guidance to the carer and young person during this time if they are unsure of what to do.

Carers are expected to support the young person in making applications by checking that application forms are completed well and submitted on time. They should also encourage the young person to reveal their looked after status on application forms (this is not a requirement and a young person can choose not to do so if they wish) so that they can be made aware of any additional support available and access funding, such as the 16-19 Bursary.

Carers should accompany the young person to college enrolment and ensure they have all the necessary papers with them, such as identity documents and qualification certificates.

PEPs are continued up to the age of 18 in Hillingdon and the young person will continue to have a named VSO assigned to them.