Standard 11: Transition and Transfer

EVERY CHILD MATTERS OUTCOME DESCRIPTORS / EMERGENT (early stages)
or / DEVELOPING (in progress) or / EMBEDDED
(fully in place)
or / EVALUATIVE COMMENTS/ EVIDENCE AND IMPACT ON PUPILS’ OUTCOMES (WHERE APPROPRIATE)
BE HEALTHY / Children and young people are prepared emotionally, well in advance, for transfer to the next phase of education
A peer buddy and mentoring system exists which supports the well-being of children and young people during transfer and transition
Parents and carers are provided with information, guidance and advice about how to support the emotional well-being of their child during and throughout key transition and transfer periods
Advice, guidance and support is offered to children and their parents/carers about healthy eating options available in the next educational setting
STAY SAFE / Joint collaborative planning for transition and transfer between staff ensures that children and young people feel safe and secure, and look forward to the next year, key stage or phase of education
ENJOY AND ACHIEVE / Taster sessions, induction and open-day transfer events provide children and young people with a range of activities and experiences in the next phase of education
Children and young people enjoy a sample of learning and ECM well-being activities in preparation for transition to the next year group or key stage within the same educational setting
Effective ECM data analysis and information sharing helps to inform appropriate grouping, setting and teaching and pastoral support arrangements for the next year, key stage or phase of education
Transition and transfer planning ensures continuity in personalised learning and personalised services to meet ECM well-being outcomes for children and young people
EVERY CHILD MATTERS OUTCOME DESCRIPTORS / EMERGENT (early stages)
or / DEVELOPING (in progress) or / EMBEDDED
(fully in place)
or / EVALUATIVE COMMENTS/ EVIDENCE AND IMPACT ON PUPILS’ OUTCOMES (WHERE APPROPRIATE)
MAKE A POSITIVE CONTRIBUTION / Parents’ and carers’ views and involvement in relation to transition and transfer of their child are actively sought, and these inform future planning and decision-making
Children and young people have the opportunity to express their views and experiences about transition and transfer to inform future decision-making
Staff involved in supporting transition and transfer contribute their views and experiences, which help to inform future CPD in this aspect
Staff between educational settings and year groups have the opportunity to network and disseminate best practice in transition and transfer
ACHIEVE ECONOMIC WELL-BEING / Transfer visits to the next educational setting help children and young people to consider their future personalised learning and lifelong learning pathways
The educational settings transition and transfer policy clearly reflects how children and young people are supported to achieve economic and social well-being during these key periods of time
Children and young people are able to build on their personal experiences and knowledge from the previous year, key stage or phase of education