Peebles
High School
Transition
Policy
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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.
Transition Policy links to the Journey
to Excellence Dimensions
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1
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Engages
young people in the highest quality learning activities
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3
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Develops a common vision
across children and young people, parents and staff
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4
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Fosters high quality
leadership at all levels
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