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Professional Reflection: Secondary Transfer for Pupils with Special Needs
Why improvement was needed
The secondary transfer project originated when a group of our statemented Year 6 pupils and their families chose to go to a local mainstream secondary school over a special school in the borough. It became clear through conversations with the SENCo and Learning Support Department of the secondary school, that historically the school had previously not received pupils with such complex needs and learning difficulties.
The secondary transfer process already successfully in place for most Year 6 pupils needed tailoring for children with special educational needs. The leap from Year 6 to Year 7 is daunting for most children but for pupils with additional needs, it is often terrifying. Parents are also often extremely concerned about their transition.
The pupils concerned had social and communication difficulties, a lack of self help and organisational skills as well as moderate learning difficulties – all achieving below level two of the National Curriculum for Numeracy and Literacy. It was clear that they would need special attention, particularly in a busy Year 7, and their inclusion would have to be managed carefully. Potential problems that were identified for these children were as follows:
- the pupils would find it confusing to be taught by several different teachers, taking on new subjects and finding their way around the school
- they would find it difficult to interpret timetables and manage the timings and movements involved in a secondary school day
- it would take time to become accustomed to new social environments such as the canteen and school yard.
All of the above, if not carefully managed, could lead to these children developing behaviour difficulties, under-achieving, becoming school phobic or dropping out the system altogether.
The project
Joining forces with the Local Authority’s highly supportive Speech and Language Advisory Teacher, Carolyn Gelenter, and Burdett-Coutts school’s dedicated Speech Therapist, Ellen Ash, resulted in the instigation of a series of twelve sessions which included a school-based speech therapy session followed by a visit to the secondary school the following day.
The sessions at school covered relevant social situations, including unexpected situations that could arise, and how they should be managed. For example: How to react to an older pupil in trouble what would you do if you were confronted by someone smoking on school premises; and a fire drill!
During the secondary school visits, the children were exposed to a number of situations such as attending a lesson; buying lunch in the canteen; changing for PE; reading a timetable and getting lost!
The pupils were able to meet some of the Year 7 teachers, interview four Year 8 buddies and organise a safe space in the library if they needed time-out.
The staff at the secondary school were very enthusiastic about the project and went out of their way to set up the school-based sessions. Discussions about model working and the importance of communicating clearly and concretely with the pupils took place and ideas such as colour coded timetables and classroom signs, and planning special lessons were suggested. The secondary staff found the process incredibly thorough and worthwhile.
What difference it has made
At the end of the project the pupils were prepared and well equipped for their new school and even had an advantage over their peers (something that does not often happen). In addition to this, four of Burdett-Coutts’ ex-pupils will be visited and interviewed at the end of their first term in Year 7 to ascertain how successful and useful the project has been. The secondary school learning support department has also been offered more specific training in developing speech, language and communication strategies.
Just as importantly, the parents had peace of mind. A parent attending one of the visits afterwards stressed how valuable the process had been and how beneficial it was for parents and carers as well as pupils and teachers. The secondary school teachers felt better prepared and ready to include these pupils successfully, being fully aware of the children’s needs, and able to put things supportive procedures place prior to September, ensuring a smooth and successful start to Year 7.
How it has been disseminated
Some of the sessions were filmed and a central training will be offered to year 6 and 7 teachers throughout the authority. Furthermore, the training will be a model of joined up practice as it will be delivered by myself, the SENCO; the speech, language and communication advisory teacher; and, it is hoped, the speech and language therapist. Training hopefully will also be offered at some stage to other individual schools and to the mainstream speech and language therapy service in the health authority. Two additional secondary schools have been contacted and informed of the project, which will take place again in the last 6 weeks of the summer 07 term.
The children who took part in this transition project will be monitored in year 7 to evaluate how well the project supported their transition to secondary school. The secondary school that took part in the project will also undergo some additional training in supporting children with speech, language and communication needs.
During parent group meetings, which are held regularly at the school, it will now be possible to reassure parents of children with special needs who are beginning to make their secondary school choices, that their children will have a safe and secure start to Year 7.
