Moving On from School to College (html

Helping young people with additional support needs to make a successful transition: evaluating and improving practice

Section 2

Lauder College

Principles and characteristics of effective transition arrangements

The young people

Moving On is concerned with young people who have a particular need for support at the time they are leaving school and making arrangements for their next steps. The need for support may arise from:

learning difficulties of a general nature, with achievement at NQ Access levels
specific learning difficulties such as dyslexia which may hinder them in understanding, organising and presenting work
more minor difficulties in learning, but over a wide spectrum affecting concentration, organisation and motivation
more complex learning difficulties, perhaps associated with physical or sensory disability
physical and/or sensory disabilities which make it difficult to access a chosen curriculum
poor physical health which may be linked to under-achievement because of irregular attendance, tiredness or effects of medication
mental health problems which may affect confidence or the ability to work in groups
social/emotional/behavioural difficulties which may be manifested in low confidence or motivation, difficulties in relating to others, poor interpersonal skills or negative attitudes to study.

How effective schools and colleges help young people to move on

Effective schools are good at identifying pupils who need support and at planning and providing the forms of support suited to the individual. As pupils approach school-leaving age, or in some cases are at risk of dropping out, effective schools focus on the support that is needed to move out of school and into the placement which is best suited to the individual in further education, training, employment or other destination. For all young people this means thinking about possible next steps, with the help of various adults, and making an informed decision about the preferred option. For some young people it will mean coming to terms with an unfamiliar environment, less sheltered and often much bigger and busier than school. For some it means making practical arrangements such as transport and personal care when these are discontinued because they are no longer the responsibility of the education authority. For some who have not been happy or successful in the school environment it may mean negotiating a place and a programme in which they can recognise and build on strengths and develop self-confidence.

Effective colleges make sure that a wide range of people can access further education readily. They identify barriers to participation and address them by providing appropriate support and course provision for the range of users. They work with schools to become better informed about the needs of school leavers with additional support needs, and then plan programmes and support which meet those needs. Effective colleges respond to both general and individual needs. General needs might include providing a range of introductory programmes,
a good induction and settling-in process and a comprehensive learning support/extended learning support service. Individual needs might include, for example, individualised programmes, arrangements for a student in poor health to combine college attendance with flexible or distance learning, behaviour modification support, and the use of scribes.

Principles of good practice

The good practice we found was consistent with the principles set out the Manual of Good Practice in Special Educational Needs⁴. The following principles in particular were relevant through the transition period.

All children and young persons have an equal opportunity to achieve excellence, to have the highest expectations set for them and to have their achievements valued in the environment which suits them best.
All children and young persons have a right, where appropriate, to participate actively in decisions about their education and welfare; those with communication difficulties are, where necessary, assisted to express their feelings and views and these are valued and respected.
The effective provision of services requires an inclusive strategy which is understood by all concerned, is operated collaboratively and commands the confidence of children, young persons and their parents.

In addition, the good practice we found responded to the age and increasing maturity of the young persons, and was underpinned by the following principles:

The adult status of school leavers should be respected and responded to with a view to reinforcing responsibility and social awareness in adulthood.
The arrangements made for young people who are leaving school should recognise the continuing need for support from families and/or professionals, and the continuing collaborative operation that this requires.

These principles should always underpin arrangements for transition.

Characteristics of good practice

We found that the transition arrangements which work well for young people are typified by the following characteristics. The words in bold have been used throughout this report for convenience of reference to these characteristics.

1. Young people and their parents are involved in discussing post-school options with school staff and other appropriate professionals well in advance of leaving school.

2. Young people and their parents have good information about the range of options and have opportunities to visit the college and talk with staff and students.

3. Young people have opportunities to make a gradual transition to college.

4. Young people experience curriculum continuity between school and college, building on current attainment.

5. Information on student attainment, interests and support needs, including the young people's own realistic assessments of their achievements and aptitudes, is used effectively and informs planning for a college experience to match individual aspirations.

6. The age-appropriate curriculum during the transition period includes the development of skills, behaviours and attitudes appropriate for young adults at college and in work placements.

7. The learning and teaching strategies used during the transitional period motivate students and suit their individual preferred learning styles.

8. The human and technological support used by young people while at school is considered carefully; and support is continued, discontinued or adapted appropriately for college life, linked to individual needs.

9. There is a named, available and approachable staff member to help and advise young people and their parents on matters concerning school or college or the transition process.

10. There is mutual awareness, information sharing and communication among schools, the receiving colleges and other bodies in respect of both the overall management of the transition process and the individual young people.

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