Although for many years I supported children with special educational needs to transition from one setting to another in my role as a SENCo, this summer I am preparing for my own son (who has a vision impairment and dyspraxia) to move on to middle school (yep, they still exist!)
Whilst I am experiencing the usual ‘mum worries’ about the size of his seemingly gigantic new site, how he will manage the (not so) different school routines and what other pupils and staff will make of him, I am also well aware that he will very likely cope admirably with all of the above…albeit with some support. So, as a professional and a parent, what would my key tips be for successful transition to middle or secondary school for a child with additional needs…
Make contact with the SENCo at your child’s new school now, if you haven’t already done so. Whilst it may be that their form tutor will be the first port of call in most instances from September, just ensuring that they have the right information about your child’s profile is crucial so it can be shared with any staff working with him/her from the start of the new term. And, whilst it is important to maintain an open dialogue with the SENCo as time progresses, be aware that they are likely to have teaching commitments alongside their SENCo responsibilities and so if they don’t reply to an email within 4 hours of your sending it, don’t be too harsh on them! Certainly, my experience tells me that positive relationships always yield the best outcomes, so aim to make friends not foes of those supporting your child in their new setting!
Support organisation…whilst promoting independence. The one thing I can be sure of is that my son will not be any more organised on the morning he starts middle school than he was on the day he departed first school. And I know that the process of supporting his organisational skills and independence will be so gradual that I am hardly likely to notice it happening. It is blatantly obvious that, when they start a new school, there is an enormous amount for a child to cope with - on cognitive, emotional and social levels - so to begin with, do things for them that will reduce the demands placed upon their executive functioning.
Help them pack their bags, photocopy their timetable and go through it with them each day, ensure they’ve got the right kit with them (to avoid you having to go and drop it off later when the panicked phone-call arrives!) and look through their planner with them to prioritise homework tasks. As time passes, begin to release the responsibility to them…at a pace you feel is right. Don’t feel obligated to do the same as other parents whose children seem to have no apparent need at all for their involvement in their day-to-day lives! In my experience, the differences between individual children when it comes to self-direction and organisation is vast; you know your child best, so ‘do what you need to do’ is my advice.
- Discuss practicalities early on and always discuss the ‘What Ifs’. With some initial support and guidance, most children can begin to handle things like remembering their lunch, catching the school bus or ensuring that they get their homework in on time, but some children – especially those who may panic and thus have their ability to problem-solve compromised – may need to be ‘taught’ about what they could potentially do in situations which haven’t quite gone to plan. So, discuss with them where to go and what to do if they lose their bus pass, and after-school club is cancelled or if they take their brother’s PE kit instead of their own!
- Establish helpful routines. Children and young people (and adults!) all need routine and structure, admittedly some to a greater or lesser degree - but essentially, a timetable or ‘plan’ creates predictability and helps to reduce unnecessary stress. Come up with some ‘ground rules’ about when homework is done, how much screen time is acceptable on a weeknight, what time bedtime is (or at least ‘lights out’) and ensure that bags are packed the night before. An agreement of this nature helps everyone in a family to know where they stand, and will inevitably lead to fewer arguments!
- Build a resilient child. We now know that so many children don’t attempt new things a lot of the time for fear of failure. This can have such a damaging impact on their learning and socialisation, and, personally, I feel that it is more common now than it used to be, for whatever reason. Try to ensure that the way you talk about work and learning (and even social activities) places the emphasis on ‘having a go’ and teach your child that making mistakes is part of the learning process. Praise for effort not outcome and remind them that getting things right all the time may mean that there is not enough challenge…which inevitably limits progression. As an adult we need to be able to cope with and bounce back from ‘failure’ and disappointment – it is a part of the real world – and so starting to understand and work with these feelings as a youngster is crucial for developing good mental health and wellbeing.
Without a doubt there is so much more to ensuring as smooth a transition as is possible, and the above is perhaps just the tip of the iceberg. So, for more ideas about moving on up see…
…and, good luck!