supporting year 11 to post 16 transitions during the covid ... · • young people with no intended...

Information Classification: PUBLIC

Supporting Year 11 to Post 16 Transitions during the

COVID 19 Pandemic

Document created in consultation with secondary schools and Post 16 providers

May 2020

Document title Supporting Year 11 to Post 16 Transitions during the COVID 19 Pandemic 2 May 2020


Contents

Introduction 2

Key Principles 4

Transition Planning 5

How to identify who needs support 6-7

Planning Ahead 8

Endings 9

Transition Support Strategies 10-13

Appendices –

1. Year 11 Transition Planning Questionnaires 15-19

2. CSW Year 11 Transition Offer 20

3. School Nurse Health Check 21

4. Self-Determination Theory – A useful framework 22

5. Questions for Promoting Self-Determination 23

6. Game Changer Offer 24

7. Useful Websites or Links 25



Introduction

The aim of this guidance is to support settings who are planning for the Year 11 to Post 16 transition during this unpreceded time of the COVID 19 pandemic. There is a lot of fantastic transition practice that occurs every year across Cornwall. However, the specific aim of this document is to pull some of the existing good practice together, not only in the interests of saving time as we recognise everyone is working in challenging/unusual circumstances where not all staff are available, but also to think about how we might need to adapt and re-think transition at this time so as to best support young people and their families. We hope that the resources shared within this guidance will be useful and direct settings to some ‘tried and tested’ approaches (many of which have been shared by secondary and post-16 settings from across Cornwall – so thank you!).

Other relevant guidance produced by Cornwall Council prior to and during the pandemic, includes:

• Supporting Children and Young People with Special Educational Needsand Disabilities: Transition Planning Guidance (February 2018)

• Getting ready for Transition: What to expect when you are moving to apost-16 provider (December 2019)

• Education, Health and Care (EHC) Plan Reviews (Guidance for conductingEducation, Health and Care plan review meetings through the medium ofvirtual /online/voice calls in the light of response to the Coronavirus(COVID-19) pandemic (April 2020)

Cornwall Council also has a Transitions webpage that can be referred to: https://www.cornwall.gov.uk/education-and-learning/schools-and-colleges/special-educational-needs-file/transition/

https://www.cornwall.gov.uk/media/31396150/transition-planning-guidance.pdf

https://www.cornwall.gov.uk/media/31396150/transition-planning-guidance.pdf

https://www.cornwall.gov.uk/media/41621969/getting-ready-for-transitions-december-2019-bv-1.docx

https://www.cornwall.gov.uk/media/41621969/getting-ready-for-transitions-december-2019-bv-1.docx

https://www.cornwall.gov.uk/sen-covid19-response




https://www.cornwall.gov.uk/education-and-learning/schools-and-colleges/special-educational-needs-file/transition/

https://www.cornwall.gov.uk/education-and-learning/schools-and-colleges/special-educational-needs-file/transition/



Key Principles informing this document

• Everything is uncertain at the moment – that’s ok. It is okay not to have

all the answers, or a concrete plan.

• Everything is NOT normal. Expectations (and wishes) of returning to

normality are likely to be high (for pupils, staff and parents) – this will

need to be managed.

• Relationships are key.

• Many are operating with diminished resources/staffing. Everyone is

doing the best they can.

• Children and staff need to feel safe. Feeling safe is a prerequisite to being

able to learn (see e.g. Maslow’s Hierarchy of Need).

• Everyone will have their own experiences / stories from lockdown. All

experiences and feelings are valid and will need space and time to be

processed and shared.

• Some people will be more affected than others. These may not be the

people you expect.

• This document focuses on year 11 to year 12 but many of the same

principles and resources can be applied for other students.

• Make written information as accessible as possible. Families may not

have access to usual sources of support such as family workers or

extended family members to help with reading letters and filling in

forms. The same also applies to families with English as an additional

language – access to translators may be more complicated.



Transition Planning Recent research investigating barriers and facilitators to successful post-16 transition identified the following as either supportive or undermining of good transition practice. These facilitating factors can still be borne in mind and (creatively!) factored into transition planning even in this current climate.

Key factors for effective transition planning include:

- Parental/Carer engagement (to support in advocating for the aspirationsof young people and any needs they have)

- Communication (good information sharing practices)

- Co-ordination (joined up/multi-agency working)

- Comprehensive (there is effective planning for all young people)

- Choice and Autonomy (young people with Special Educational Needs(SEN) have the opportunity to explore a range of options and theirdecision making is facilitated as part of this process)

- Continuity (social relationships and professional support)

- Practical activities relating to transition planning occur in a timelymanner

Barriers to effective transition planning can include:

- Lack of transition planning and documentation

- Limited information being shared in relation to transition processes withparents and young people

- Young people’s views less central than parents (particularly if youngperson has complex needs)

- Decisions can reflect options presented by professionals involved ratherthan the aspirations of the young person or parents

‘The role of educational psychologists in supporting post-16 transition: findings from the literature’ (Morris & Atkinson, 2018)



How to identify who needs support

The arrows are intended to reflect how a young person’s support needs may change

over the coming months (e.g. from universal to targeted or from targeted to

specialist etc.) depending on how their personal circumstances may change during

the COVID 19 pandemic.



Targeted Transition Support – may include: • Young people with identified additional needs (physical, medical,academic, sensory, communication, emotional wellbeing etc.) – may or maynot have involvement from external professionals• Vulnerable children (e.g. Child in Need (ChIN))• Young people who have experienced a recent bereavement• Young people whose circumstances have changed significantly, e.g.parent/s losing jobs• Young people who are transitioning to a different setting to friends/peers

Specialist Transition Support – could include: • Young people with an Education, Health and Care (EHC) plan or goingthrough the needs assessment process• Young people on a reduced timetable or otherwise reduced attendance(e.g. emotionally based school avoidance)• Young people transitioning from an Alternative Provision Academy (APA) orother similar provision• Young people who have a social worker (Child in Care (CiC), ChildProtection (CP) plan) and for those in care, those who have experienced arecent placement move or change in social worker• Young people with identified mental health needs (especially those withinvolvement from the Child and Adolescent Mental Health Service (CAMHS) orprevious/recent CAMHS involvement, although not all young people withsignificant needs will meet thresholds)• Young people who have experienced a recent significant bereavement ormajor illness (e.g. of a parent, sibling, other close relative or similar)• Young carers• Young people with no intended destination for September 2020/at risk ofNEET (Not in Education Employment or Training)• EHE (those who are Electively Home Educated- although this would bedependent on individual circumstances)

Universal Transition Support:

All Year 11 Students



Planning Ahead

Against the current pandemic backdrop, young people will respond differently to transition planning. Some will respond positively, relishing the opportunity to project forward and envisage a different future; however, others, overwhelmed by the prospect of what lies ahead (change/uncertainty), may seek to ‘bury their heads in the sand’ and present as avoidant.

We may need to plan for both responses: however, there are ways that we can respond to help young people to plan and organise in a way that feels manageable, by:

• Charting out, perhaps even graphically/in pictures, what planning has

already taken place – map out with the young person where they are on

their transition journey

• Co-production opportunities – involving the young person in the planning

process, starting from a place of what questions they have/ what

resources/information they would like but do not yet have (e.g. a

prospectus for their new setting/course)

• Adult scaffolding to break task into steps

• Keep a visual tally of progress towards goal

• Tailor the timescale to the abilities of the young person

• Set shorter interim goals if necessary



Endings As well as supporting students to manage the move to a new setting, it is essential that we ensure that ‘endings’ are well considered and planned for (particularly for those young people who may not have had positive experiences of ‘endings’ in the past). For many, not having the ending to Year 11 they expected will evoke a sense of grief and loss.

As with many things at the moment, we are having to think about how to devise new ways of doing things; new rituals around ‘saying goodbye’ that bring a sense of closure. Typically, leavers days and proms are key activities that mark significant endings; however, as these usual goodbye routines and rituals have been halted, below are some ideas for how to still support positive endings.

Some ideas to consider:

• An online/virtual version of a leaver’s year book

• Individual tutors to organise online ‘meet ups’ for students in their tutorgroups

• Opportunities to say goodbye to school environment, friends andteachers

• Consider how young people with key adults will be supported tomeaningfully and sensitively say goodbye to these importantrelationships

• Holding leavers assemblies in Autumn when school are back open

• Not forgetting students who have had CHES or are on Part-timetimetables.

• Perhaps for some it will be important to say goodbye to taxi drivers andescorts/key adults

• Explaining that some of their school mates will go to different places(they haven’t disappeared or died).



Transition support strategies

Universal Transition support might include: (Recommendations at this level are relevant to all students)

• Site Map (and where possible virtual resources such as drone/video footage) and a video/walkaround of the site including the classrooms/key areas

• Photos of interior areas: reception, learning centre, classrooms and student services

• Staff Profiles e.g. learning support staff, learning coaches, personal learning advisors,safeguarding lead etc. Examples included within the Post-16 folder on the Cornwall Council LocalOffer website (link included at the end of this document).

• Up-to-date information about the current situation and transition arrangements on thesettings/site’s website and a welcome video from the Head of campus/site

• Information around equipment that is required for each study programme with relevant links

• Enrolment and Induction Week information- My first day: where do I go and what will happen?

• Short videos about the setting/staff/courses available on social media pages/setting website –e.g. videos ‘get to know the team’

• A short brochure/leaflet about the September course that can go out to new learners withinformation about the setting’s website/social media pages

• Welcome videos from existing learners – what they enjoy about X, how they felt when theystarted, key information they think new students would benefit from knowing etc.

• Promotion and inclusion of the young person’s voice, views and opinions during transitionplanning. Specific pupil voice resources can be found within the Post-16 folder on Cornwall Council’slocal offer page.

• Opportunities for the young person to ask any questions that they might have about the newsetting/new course with clear links/information/contact details to enable them to do this.



Targeted Transition support might include: (Recommendations at this level are for students who are at risk of experiencing some difficulties

related to their transition)

• Individual tours during summer term/holidays (if settings are in the position to - if not, considervirtual tours)

• Online/virtual transition planning meetings involving key adults and the young person. Specificresources/visual guides are available within the Post-16 folder for young people who would benefitfrom preparation ahead of being involved in an online meeting. Additionally, guidance related torunning virtual Education, Health, Plan (EHC) meetings would also be appropriate to refer to(https://www.cornwall.gov.uk/sen-covid19-response)

• Promotion and inclusion of the young person’s voice, views and opinions during transitionplanning. A range of pupil voice resources can be found within the Post-16 folder to support this.

• Appointment of a key adult for the young person ahead of transition.

• Use of person-centred planning approaches within transition meetings. Resources to supportwith this can be found within the Post 16 folder on Cornwall Council’s Local Offer page. For thosenot already trained in Person-Centred Approaches, please contact your link EducationalPsychologist for further information, or consult the following website which offers online trainingpackages on both the PATH and MAPS approach (this online training is relatively inexpensive):https://inclusive-solutions.com/

• Support from the CSW Group (who offer impartial advice and guidance on education,employment and training options) for young people who meet their criteria for involvement.During the current situation the CSW Group are increasing their offer to schools / post 16 providers

to provide telephone support to any young person they are concerned about. Initial contact isthrough the centralised e-mail address [email protected] which will be followed up by areturn phone call. More information about the CSW offer can be found within the Post 16 folder onCornwall Council’s Local Offer page.

• Opportunities for the young person to complete a ‘One Page Profile/Transition Passport’containing information that they think would be important/that they would like staff to know aboutthem. This may be in the form of a written document, video, photos, drawings etc – whatevermedium works for them.

• Consider a referral to the School Nurse Team for support around: emotional health, healthyeating, diet, exercise; personal safety/risk-taking; sexual health/relationships; and dental health(see page 21 for an overview of their offer). Also consider a referral to ‘Game Changer’ for supportaround: training and employment (e.g. support with CV writing; interview preparation etc.)


https://inclusive-solutions.com/



Specialist Transition support might include:

(Recommendations at this level are for the most vulnerable young people who are at greatest risk of experiencing difficulties related to their transition)

• Individual tours during summer term/holidays (if settings are in the position to/and/or virtualtours using technology such as videos and photos where possible).

• Online/Virtual Multi-agency Transition Planning Meetings involving key adults and the youngperson, which use using person-centred approaches. Specific resources/visual guides are availablewithin the Post- 16 folder for young people who would benefit from preparation ahead of beinginvolved in an online meeting. Additionally, guidance related to running virtual Education, Health,Plan (EHC) meetings would also be appropriate to refer to (https://www.cornwall.gov.uk/sen-covid19-response)

• Use of person-centred planning approaches within transition meetings. Resources to support withthis can be found within the Post 16 folder on Cornwall Council’s Local Offer page. For those notalready trained in Person-Centred Approaches, please contact your link Educational Psychologist forfurther information, or consult the following website which offers online training packages on boththe PATH and MAPS approach (the online training is relatively inexpensive): https://inclusive-solutions.com/

• Discussions between the receiving and existing setting will be crucial so as to think about whatthe ‘receiving setting’ can learn from the existing setting (i.e. what will it be helpful to repeat in thenext setting) with the young person’s voice being heard (including learning support methods andSEN strategies of support.).

• Promotion and inclusion of the young person’s voice, views and opinions during transitionplanning. A wide range of pupil voice resources can be found within the Post-16 folder to supportthis.

• Consider utilising a baseline measures/questionnaire such as the ‘Self-Determination Arc’ in orderto get a sense of how much autonomy and control the young person feels around their transition orthe Autism Education Trusts ‘Priorities Questionnaire’ (included within this guidance).Questionnaires can be found within the Post 16 folder to support this. Results to potentially bediscussed in consultation with the setting’s link Educational Psychologist.

• Appointment of a key adult to support the young person during the transition process.Identification of a key person to go to ‘when things go wrong.’

• Support from the CSW Group (who offer impartial advice and guidance on education,employment and training options) for young people who meet their criteria for involvement.During the current situation the CSW Group are increasing their offer to schools / post 16 providersto provide telephone support to any young person they are concerned about. Initial contact is







through the centralised e-mail address [email protected] which will be followed up by a return phone call. More information about the CSW offer can be found within the Post 16 folder on Cornwall Council’s Local Offer page.

• Opportunity for the young person to complete a ‘One Page Profile/Transition Passport’containing information that they think would be important/that they would like staff to know aboutthem. This may be in the form of a written document, video, photos, drawings etc. whatevermedium works for them.

• If a young person is in care, it will be important to have a representative from the receivingcollege/placement at the (online) summer PEP (Personal Education Plan) meeting.

•If a young person is in care, consider involving the Virtual School in transition discussions. ContactEmma Phillips, Head of the Virtual School, in the first instance. Additionally, consider making areferral to the setting link Educational Psychologist for their involvement in transition planningmeetings if there are concerns about the transition.

• For the small group of young people in Year 11 who as yet do not have an intended destinationfor September (i.e. are at risk of becoming NEET), support to look at the potential content forcourses in which they are interested and its assessment methods; speaking to someone on thecourse and opportunity to explore what options might be available after the course.

•Consider a referral to the School Nurse Team for support around: emotional health, healthyeating, diet, exercise; personal safety/risk-taking; sexual health and relationships; and dental health(see page 21 for an overview of their offer).

• Consider a referral to ‘Game Changer’ for support around: training and employment (e.g. supportwith CV writing; interview preparation etc.)



Appendices



Appendix 1

Planning tools to help identify strengths and needs

START Questionnaire – Adapted from UCL STARS Study

Original questionnaire here: https://www.ucl.ac.uk/pals/sites/pals/files/start_questionnaire.pdf

A study of 2000 children making the transition to secondary school showed that the ratings primary school teachers give on the START questionnaire is a reliable way of predicting how well children do academically and socially at secondary school. We have adapted the questionnaire slightly, adding an extra column to consider the impact of Covid-19 on each pupil (for example due to bereavements, parental job losses, etc.). *Although originally intended for use during the Year 6-7 transition, we consider this information will help identify who may need extra monitoring as they transition into post-16 education. *

Scoring: add up the five scores. Scores of 14 or less suggest targeted transition support may be appropriate. Scores of 12 or less suggest specialist transition support may be appropriate. A score of 1 or 2 in any area should be discussed with the SENCO/Post-16 transition lead.

Example: Do you expect this young person to settle in well to their Post-16 setting in the following areas?

1 = Strongly disagree; 2 = Disagree; 3 = Not sure; 4 = Agree; 5 = Strongly agree For the final question: 1 = significant impact on young person/family, 3 = moderate impact on young person/family, 5 = young person and family have coped well, no particular concerns raised

Name of

pupil

Academically Socially, with peers

Socially, with

teachers

To the new

routine

Impact of Covid-

19

Total score

Adam A

4 5 3 4 5 21

Bob B 2 4 3 2 3 14

Clare C 1 5 3 3 5 17

https://www.ucl.ac.uk/pals/sites/pals/files/start_questionnaire.pdf



Doris D 5 1 3 2 1 12

In this example, Doris may benefit from a specialist approach to transition and Bob from a targeted approach. Bob, Clare and Doris should all be discussed with the SENCO/Transition Lead at the new setting.



START Questionnaire – Adapted from UCL STARS Study

Do you expect this young person to settle in well to their Post-16 setting in the following areas?

1 = Strongly disagree; 2 = Disagree; 3 = Not sure; 4 = Agree; 5 = Strongly agree For the final question: 1 = significant impact on young person/family, 3 = moderate impact on young person/family, 5 = young person and family have coped well, no particular concerns raised

Name of pupil

Academically Socially, with peers

Socially, with

teachers

To the new

routine

Impact of

Covid-19

Total score

*The information provided by the questionnaire above will provide a briefsnapshot when thinking about your Year 11 cohort as a whole. It is importantthat the teacher information above is triangulated with other sources ofinformation, including information provided by the young person themselves.The questionnaire below might be useful. Or see other resources within thePupil Voice section of the Post-16 folder on the local offer website*

School

Teacher

Class



Appendix 2

CSW Transition Support Offer



Appendix 3

School Nurse Health Check



Appendix 4

Self Determination Theory- A Transition Framework

One framework that is useful for understanding the transition needs of young people in Year 11 is Self-determination theory (Ryan & Deci, 2001). This theory of motivation has been successfully applied to Post-16 transition planning in the UK, highlighting that transition is more likely to be successful if a young person’s need for Competence, Relatedness and Autonomy is promoted throughout the planning and transition process.

Recent research, based on the voice of young people aged 16-18, identified relatedness (or relationship) as the most important need during transition. Having key adults in their lives who were interested in, and supported their personal goals, really mattered to young people during transition. Key for these young people was being able to exert a sense of autonomy around their goals and feel that they were developing the skills needed to achieve their self-set goals.

Resources for supporting young people’s self-determination are located within the Post-16 local offer resource folder (link found at the end of this document).

https://www.google.co.uk/url?sa=i&url=https://positivepsychology.com/self-determination-theory/&psig=AOvVaw2TUGyrnD8ysI--mlfOA0at&ust=1588324210929000&source=images&cd=vfe&ved=0CAIQjRxqFwoTCJCq4fXmj-kCFQAAAAAdAAAAABAE



Appendix 5

Questions for promoting Self-Determination during Transition Planning

Do you feel that you have the skills needed/all that you need to follow your chosen Post-16 course? How might we support you to develop these?

What have you been pleased to recognise/learn about yourself during this time of the COVID-19 crisis?

To what extent do you feel in control of/ that you have had choice/a say around planning for transition?

Who are the most important people in your life at the moment?

What do those who know you best think about your choices/plans?

What support have you had from those around you to achieve/get better at this?

What skills would you like to develop over the coming months/before September? How/who can support you with this?

How easy has it been for you maintain contact with these key people at the moment? Is there anything that can be done to support this?

How might these relationships help you during transition?

To what extent do you feel able to influence your own health/wellbeing at the moment? What has helped?

What is most important to you about your next steps? To what extent have those around you supported you with this/this priority?

Can you tell me about what matters to you in terms of maintaining good health?



Appendix 6

Game Changer Support Offer



Appendix 7

Useful websites or links

• Cornwall Council’s Local Offer Page (scroll down to the Post-16 folder):

https://www.supportincornwall.org.uk/kb5/cornwall/directory/advice.page?

id=cRd3GfZ1suc

• https://www.preparingforadulthood.org.uk/

• ‘Unexpected Endings’ webinar facilitated by the Anna Freud Centre can befound at: https://www.facebook.com/AFNCCF/videos/168381287880739/

Resources for supporting Pupil Voice

• ‘Little Box of Big Questions 3. Some philosophical questions to help youthink about your study choices and career path.’Professor Irvine Gersch andSathya Gunetilleke

• ‘Little Tin of Transition Worries’ by Eva Wilson and Katie Sarl

• ‘Deep Speak’ published by Innovative Resources

If you would like this information in another format please contact:

Cornwall Council, County Hall Treyew Road, Truro TR1 3AY

Email: [email protected] Telephone: 0300 1234 100 www.cornwall.gov.uk

https://www.supportincornwall.org.uk/kb5/cornwall/directory/advice.page?id=cRd3GfZ1suc

https://www.supportincornwall.org.uk/kb5/cornwall/directory/advice.page?id=cRd3GfZ1suc

https://www.preparingforadulthood.org.uk/

https://www.facebook.com/AFNCCF/videos/168381287880739/

mailto:[email protected]

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