Starting school can be an anxious time for children and families especially if a child has Special Education Needs and/or Disabilities (SEND). But with careful planning, the transition can be a positive experience. 

Every school is very experienced in managing transitions and will plan in slightly different ways to meet the requirements of the children in their care - the new school will share what their arrangements are, and it is important you participate in as many activities and opportunities as you can.

Here are some tips on what you can do to help:

School visits: Initially, await communication from the school regarding their planned visits. Schools may offer different packages based on your child’s presentation. Visits support children to become more familiar with their surroundings and give time to meet staff. Visits might take place after school, when its quieter. It might be that your child has more visits than are routinely offered.

Transition meeting: not all children with SEND need a transition meeting- speak to your Early Years setting and new school and decide what might be best. A transition meeting can be an opportunity for everyone to share information and make plans to ensure your child has the support they need for school. Sometimes these are organised by the early years setting with the school- but schools can also organise them with you.  The setting will hand over any paperwork (eg: SEND Support Plan) and if needed, external professionals such as Speech and Language Therapy will provide any previous reports.

Talk to your child about school and what will happen there: the school may have a short video 

tour of the school on their website for you to look through together during the summer term and school holidays. School may also create a book of photos of the new environment/people. Alternatively, you might like to load photos onto a tablet to swipe through. You could also wander past school as you are out and about, to get used to the route.

Uniform/equipment: If your child will be wearing a new uniform in September, allow your child to try it on so they become familiar with it. Talk to their new school about any sensory sensitivities they may have with clothing, as they will be able to consider reasonable adjustments in this area (eg: some schools will agree a child can wear joggers if the material of school trousers is too stiff). Buy new items such as school shoes, bag, lunch box/drink bottle in advance- have them out in the house to create familiarity.

Visuals: Calendars are useful visuals; you can cross off the days until school starts. This can help some children with anxiety, and provide a count down and timeline.

Help your child with their independence skills: such as dressing, undressing, eating, drinking and toileting where possible. Your Health Visitor, Early Years setting and new school may help you with this. Remember that all children develop at different rates, so just work on the next steps that are appropriate for your child.

Communication skills: if your child has received support from a Speech and Language Therapist then they will have recommended relevant support strategies for your child, and this practice should continue and be shared with school. The school might have already received training from the School’s Team Speech and Language Therapy (SLT) Service on how to support children with communication needs. If there are additional training needs for the school, the Early Years SLT Team will have alerted the School’s Team to this.

School is their first setting: if your child has not attended a setting before, it is OK. It may be more of an adjustment for them in the beginning but school can support with this. Please share any information with the school that you feel will support with the transition. 

When they start in September: give the class teacher/support staff time to get to you know your child. Sometimes it can take a little while for children to settle into the new environment and routines- and there can be bumps along the way. Sometimes a gradual increase in session time can be helpful, whereas other children may benefit from going full time as soon as possible (particularly if they have been used to attending nursery all day). Working in partnership with school staff is key.

Helpful Information:

• https://startingreception.co.uk/
• Milton Keynes Children’s Speech and Language Therapy Services :: Central and North West London NHS Foundation Trust
• Milton Keynes Children and Young People's Occupational Therapy Team :: Central and North West London NHS Foundation Trust 
• National Autistic Society: starting or switching school

If you would like to talk to someone who can give advice and guidance about transition support please contact the Milton Keynes Council, SEND Specialist Teaching Team on SENDSupport@milton-keynes.gov.uk