@A2Education

Transition Back to School After Covid 19

Communication and Autism Team

2020

Presentation for Strategic Leads and Lead

Practitioners

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• Know the individual strengths and difficulties of pupils when supporting

transitions.

• What do/did we know about the young person that is going to be important for all

to know?

• Which pupils are ready to come back?

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Know your pupil

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Gain the Pupil /Parent Voice

• Use checklists to scale potential difficulties

• Use AET Pupil and Parent Voice Tools

• Ask the pupil to draw their ideal school/classroom

• Ask CAT for support using the CAT All About Me

Tool/CAT Anxiety Tool

• Conduct a individual sensory audit

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Identification of Need for ASC Pupils in Transition

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Prepare the Pupil• Transition /Photo book with relevant information

• Consider updating school website to include photo or video walk around the

school

• Consider photo’s of key staff and/or videos where staff talk about the

positives of return and what is coming up

• Photos of planned activities and areas

• Opportunities for the cyp to ask any questions via email

• Virtual Preparation groups for core pupils

• Consider sending the Pupil Profile out to parents for review and update this for staff

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PassportsWhy use Passports?

• Shares information about the child

• Used to provide a positive message to staff

• Information is gathered from the pupil about what will help/what

works re. self-advocacy

• Ensure consistency of approach as we return

• Let other’s know about a child’s interests concerns and difficulties

• Suggest strategies about how staff can support

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Core Actions In Preparation for Return• Use your website to put up videos and photos of

staff/spaces and routines

• Extra visits into school prior to return and before peers return

• Provide reduced pupil sample sessions

( i.e. activities such as treasure hunt)

• Preparation Groups

• Regular meetings with staff on an individual basis

• Could parent and child come in together for a walk around and do something together in the setting with staff

• Contact with parents to hear changes in pupil circumstances

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• Provide timetables for the week/the day?

• Which pupil needs this in advance

• A calendar counting down may help some pupils

• Does the pupil need morning routinechecklists re-implemented?

• Are your Behaviour Management approaches i.e. Risk Reduction Plans/Re-inclusion plans up to date

• Photo-books and other methods of visual support i.e. video/email/PowerPoint

Visual Strategies

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Visual Strategies (2)Social Stories

-Encourage parents to use Return to school story

-Remind about routines

-Prepare for changes to staff

-Prepare to changes to classroom and other

spaces in the setting if schools are not back

by September

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Peer Support StrategiesDo you need to support return through dedicated friendship support

• Lunch Club

• Lego Club

• Circle of Friends

• Buddy Systems

• Having known friends and preferential groupings

• Mentoring System-older pupil at the school

Consider preferential grouping

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Core Considerations on Return• Consider avoiding the first day when everyone is back to

graduate the return. Pupil starts second day in

• Consider a reduced timetable and planned return i.e. staggered start

• Consider alternative day/week for the return rather than straight into lesson timetabling: Which aspects of school might be best avoided- Assembly?/Which lessons/activities would provide a calmer/quieter start?/ Class trip out?/ Visitors into school i.e. Magicians/puppet theatre

• Reduce direct demands you make. Use more indirect PDA type approach

• Does transport need to be arranged as part of provision.

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Core Considerations of return• Would the pupil benefit from preferential school entry i.e.

through the front door in the first instance

• Do you need to adjust the timing of the day i.e. pupil starts slightly later or goes home slightly earlier for the first week

• Plan your curriculum for the first week to include creative activities and activities with lower processing requirements

• Slow learning down and gradually increase the amount of content and speed

• Nurture group for the first week/fortnight for core pupils

• Additional time will be required by the SEND team to re-include the SEN pupils

• Additional time will be required by your DSL and Family/Nurture staff to support families

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Broderick, K. and Mason-Williams, T. (Eds.) (2005) Transition toolkit, Kidderminster, BILD.

Casey, J. (2002) Changing Schools, Bristol, Lucky Duck.

Talking About...Secondary School (2003), Keighley, Black Sheep Press.

Thorpe, P. (2003) Moving from primary to secondary school: guidelines for pupils with autistic spectrum disorders, London, National Autistic Society.

Snedden & Whithorn (2004) Moving Up.Ready or Not. Edcational Printing Services Ltd. Blackburn

Resources

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Resources (Cont)

• The inclusion development programme

• National Autism Standards (In particular 1 12 and 15)

• Autism education trust transition toolkit

• Moving on supporting transition for busy staff. Foundation for people with

learning disabilities (2013)

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Websites• www.autismeducationtrust.org.uk Autism Education Trust

• www.blacksheep-epress.com (Talking About...Secondary School

Pack)

• www.thegraycenter.org (Social Stories and comic strip

conversations)

• www.afterfouautism.com

• www.seainclusion.co.uk/post/the-many-problems-of-returning-to-

school

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