Transition Policy

Purpose

An effective transition is measured in a context of promoting continuity and progression in a learner’s educational experience.   The transition process operates at the primary/secondary, subject choice and school/adulthood interfaces.

This policy provides an overview of our transition processes and is intended to:

• acknowledge that as transitions have become more complex, risk related and uncertain, learners require support
• acknowledge the role of the school in preparing learners for a modern flexible,  labour market where learning and skills development have come to be seen as a lifelong process
• outline the procedures,  roles and responsibilities of all staff involved

Principles

The transition process:

• acknowledges the need for a shared understanding about the aims and processes of transition, which should also be effectively communicated to all stakeholders
• is pro-active to ensure the progressive development of young people enabling them to become successful learners, confident individuals, responsible citizens and effective contributors to society and work
• necessitates consultation and partnership working between all stakeholders
• is based on a thorough knowledge of learners, the transfer of clear information about them and effective use of this information by staff in the receiving phase
• ensures that each young person feels valued and is well prepared for decision making relating to the next phase in their educational experience
• is responsive to individual circumstances and recognises that more vulnerable young people require additional and more sustained support
• involves Continuing Professional Development (CPD) opportunities for staff as a means of sharing understanding across all sectors

Changes to the Transition process will be based on well-considered rationale, involving consultation with stakeholders and monitored and evaluated for impact on the learning experience.