Systems around the child that support the post-16 transition in a special school

1. Implementing a multi-agency approach

1.1. ● Establishing a shared understanding with the local authority

1.2. ● Involving Connexions in annual reviews

1.3. ● Involving pupils and parents in transition planning

1.4. ● Collaborative effort with post-16 providers to develop purposeful transition programmes

1.5. ● Partnership with diverse industries to provide pupils with new experiences

1.6. ● Valuing the feedback from all stakeholders

2. Systems to support the work of school staff

2.1. ● Setting realistic goals and targets for school staff

2.2. ● Establishing clearly defined roles and responsibilities of school staff

2.3. ● Clear communication between staff

2.4. ● Senior management providing school staff with emotional pastoral care

2.5. ● Trusting the feedback of school staff

2.6. ● Staff clear on the future direction of school

2.7. ● Head Teacher leading by example

3. Key considerations made due to pandemic

3.1. ● Challenging external partnerships

3.2. ● Re-commitment to pupils and parents

3.3. ● Adapting to new ways of working

4. School culture, ethos, and values

4.1. ● Preparing pupils to be valuable members of society

4.2. ● Adopting a person-centred approach

4.3. ● Developing a sense of pride and self-confidence in pupils

4.4. ● Ensuring pupils’ voices are heard

4.5. ● Providing a safe and enjoyable environment for pupils and their parents

5. Supporting pupils and families in transition

5.1. ● Building attuned and secure relationships with pupils and families

5.2. ● Early conversations with pupils and parents on post-16 transition

5.3. ● Ensuring clear communication

5.4. ● Offering structured and scaffolded support

5.5. ● Providing pastoral care and support for pupils and families