Early Years Settings should:

• Use the Early Years Ordinarily Available Provision Document to support planning and practice
• Utilise the SEND Local Offer transition pages for advice and support: Starting or changing school and transition support | Milton Keynes City Council 
• Signpost parents to further advice and support as above
• Reach out to schools in their area to find out what transition looks like in each school

Schools should:

• Use the Ordinarily Available Provision Document (both settings and schools) to support planning and practice
• Develop a Transition Policy that sets out process for all children, and typical reasonable adjustments for those who have SEND/EAL
• Plan for and support the transition of children moving from maintained nursery class into EYFS by liaising with school colleagues, considering what provision is working and will need to be replicated
• Ensure transition days/events are communicated and offered to all, with reasonable adjustments considered
• Reach out to local EY providers in their area as part of planning for the cohort joining
• Use their MAT resource as appropriate for guidance and support   

SEND Team and Health will support by:

Regularly updating the Transitions page SEND Local Offer with involvement from settings/schools

• Ensuring that Health web pages are regularly updated
• SEND Support Line for professionals/settings/schools for general enquiries that cannot be answered by LO (expected SENCo is main point of contact)
• Collate ‘Transition List’ of all children starting school with identified SEND, in conjunction with Health and Sensory Team colleagues to inform local area strategy
• EY SenCo meeting for providers on transition processes and expectations during May
• Offering SaLT training packages to schools re: creating communication supportive environments     

Early Years Providers should:

• Share information/updated SEND Support Plans with receiving school
• Make contact with receiving school and ensure offer of a visit into the setting is extended
• Liaise with family/school and arrange transition meeting if this would be supportive for individuals
• Consider any work that can be undertaken re: school readiness (eg: hanging up coat, putting on shoes)

Schools should:

• Arrange to observe the child/groups of children in EY setting, and discuss their needs as appropriate with staff
• Liaise with family/EY provider and arrange transition meetings if these would be supportive
• Agree any reasonable adjustments that will be helpful; including additional visit sessions, use of visual supports, changes to start times etc

SEND Team/Health may support by:

• Offering EYFS Planning Meeting to those schools with high number of children starting with greatest complexity of need (where majority are not attending school’s maintained nursery class)- during May/June. 
• Organising training sessions where considered appropriate on specific needs (eg: Down Syndrome)- and encourage local school to join up
• Telephoning/emailing EY providers/receiving schools to check arrangements are in place
• SaLT sharing information about which environmental and direct training packages have been delivered to the receiving school, so that family/setting know what is already in place
• SaLT identifying what further training and interventions might be necessary to meet transitioning children's speech, language and communication needs (SLCN)

Early Years Providers should:

• Arrange/attend Transition Meeting for individual child
• Share updated SEND Support Plan and other relevant documents with receiving school
• Where specific personalised resources are being used to support (eg: communication books/boards)- share with receiving school so that staff can plan to create the same

Schools should:

• Observe the child in their Early Years setting
• Arrange/attend Transition Meeting for individual child
• Agree a planned schedule of sessions for the child in the first few weeks of September (eg: arrival times, if part time- how this will be increased)
• Confirm any staffing arrangements where appropriate
• Confirm any training arrangements for staff where appropriate (eg: where there are medical needs) and ensure Health Care Plans are in place as appropriate

SEND Team/Health may support by:

• Attending Transition Meeting as appropriate- for children not attending an early years setting, the SEND Team may choose to lead such a meeting. 
• Agreeing any appropriate actions for any further work, if needed within school during September- this could take the form of a review, group or modelling support. 
• Agreeing further specific actions for any further work if needed, within school during September for individual children with greatest complexity of need. 
• SaLT will prioritise those children whose SLCN can only be met through the involvement of a SaLT
• Occupational Therapy will liaise with setting, SEND Team and parents where necessary to support moving of equipment, access in new setting and assessing for any new equipment and/or adaptations