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    • Transitions

    Supporting every child to feel safe, known and ready

    Starting a new school or setting is a significant moment in a child’s life. At Waterloo, transition is a carefully planned process rather than a single event.

    We work closely with children, families, previous settings and other professionals to understand each child’s strengths, needs and experiences before they join us. This allows us to put appropriate support in place and helps children become familiar with the people, routines and environment at Waterloo.

    The level of transition support will depend upon the individual child. Some children settle confidently following our usual transition programme, while others benefit from a more gradual and personalised approach.

    Our approach to transition

    Whenever a child joins Waterloo, we aim to:

    • Gather accurate information from the child’s current or previous setting;

    • Listen to the child and their parents or carers;

    • Identify learning, communication, medical, sensory, emotional and safeguarding needs;

    • Introduce key adults, routines and environments;

    • Put necessary support and reasonable adjustments in place;

    • Maintain continuity in learning and care wherever possible; and

    • Review how well the child is settling after admission.

    Information is shared securely and only with those who need it to support the child.

    Starting Nursery

    For many children, Nursery is their first experience of education outside the home. We work with families to make this first transition positive and reassuring.

    Before a child starts, we invite parents and carers to share information about:

    • The child’s interests, strengths and important relationships;

    • Communication and language development;

    • Personal care and independence;

    • Eating, sleeping and toileting routines;

    • Health, medical or dietary needs;

    • Previous childcare or early education;

    • Any professional involvement or additional support; and

    • Anything that may affect how the child settles.

    Where a child has attended another nursery, pre-school, childminder or early years provider, we seek parental consent to speak with that provider. We may exchange developmental information, assessments and details of successful strategies so that the child experiences continuity in their learning and care.

    Transition may include introductory visits, opportunities to meet key adults and a gradual start where this is appropriate.

    Starting Reception

    Our Reception transition programme begins before children formally start school.

    We work with nurseries, pre-schools, childminders and other early years providers to build a clear picture of each child. This may include:

    • Conversations between Waterloo staff and the child’s current provider;

    • Visits by Reception staff to feeder settings, where practicable;

    • Transfer of Early Years Foundation Stage information;

    • Discussion of phonics, communication, early mathematics and wider development;

    • Information about additional needs and existing support;

    • Parent and carer meetings;

    • Visits to Waterloo for children;

    • Opportunities to become familiar with classrooms and key adults; and

    • Additional transition activities for children who may need them.

    The information we receive helps Reception staff plan provision from the beginning of the year. It is used alongside our own observations and assessments once the child starts.

    Moving from Waterloo Nursery into Reception

    Children attending Waterloo Nursery benefit from regular contact with the wider school community and increased familiarity with Waterloo’s routines and environment.

    Nursery and Reception staff work together to share relevant information, discuss each child’s development and plan continuity in learning. Children are given opportunities to meet Reception staff and become familiar with their new classrooms.

    However, Nursery and Reception admissions are separate. Attending Waterloo Nursery does not guarantee a Reception place. Parents must apply for Reception through their home local authority.

    Children with special educational needs or disabilities

    Some children require a more detailed transition plan. Where a child has identified or emerging special educational needs, our SEND team may become involved before admission.

    With parental involvement, we may:

    • Attend transition or review meetings;

    • Speak with the child’s SENCO, teachers and support staff;

    • Review the child’s SEND support plan or Education, Health and Care Plan;

    • Gather advice from education, health and care professionals;

    • Arrange additional visits at quieter times;

    • Use photographs, videos or visual transition materials;

    • Identify necessary equipment, training or environmental adaptations;

    • Agree communication, sensory and regulation strategies; and

    • Develop an individual transition plan.

    Transition arrangements are based on assessed need. A phased start may form part of a planned transition, but it will not be used as a substitute for making appropriate provision or reasonable adjustments.

    Joining our specialist provision

    Children joining one of Waterloo’s specialist classes may transfer from:

    • A mainstream school;

    • Another school’s resourced or specialist provision;

    • A special school;

    • An early years setting; or

    • Another local authority area.

    Places in our specialist provision are agreed through the local authority’s statutory SEND process. Once a placement has been formally agreed, Waterloo works with the family, the current setting and relevant professionals to plan the child’s admission.

    This is particularly important because children may be moving between very different environments, routines, staffing arrangements and approaches to learning.

    A personalised specialist transition plan

    A transition into our specialist provision may include:

    1. An initial planning meeting with parents or carers and the current setting;

    2. A review of the child’s Education, Health and Care Plan and supporting assessments;

    3. Waterloo staff observing the child in their current setting;

    4. Discussion with adults who know the child well;

    5. Visits to Waterloo, initially at quieter times where appropriate;

    6. Opportunities to meet key adults and explore the new environment;

    7. Visual information, photographs or a personalised transition booklet;

    8. Transfer of communication systems, sensory programmes and successful strategies;

    9. Planning for transport, arrival, collection, personal care and medical needs;

    10. A carefully agreed starting arrangement; and

    11. Regular communication and review during the settling-in period.

    The precise programme will be different for every child. Some children benefit from several short visits, while others cope better with fewer changes and a clear start date. Decisions are made with the child’s needs at the centre.

    Information we seek from a previous specialist setting

    Where a child transfers from another specialist setting, we aim to understand not only what support has been provided, but why it has been effective.

    Information may include:

    • The child’s preferred communication method;

    • Receptive and expressive language needs;

    • Sensory profile and regulation strategies;

    • Motivators, interests and known sources of anxiety;

    • Current curriculum pathway and assessment information;

    • Levels of independence and personal care;

    • Eating, drinking and medical needs;

    • Positive behaviour support or risk management plans;

    • Support required during transitions and unstructured times;

    • Relationships and approaches that help the child feel secure;

    • Therapies and programmes currently in place;

    • Equipment or environmental adaptations;

    • Attendance information; and

    • The child’s own views about the move.

    Where appropriate, Waterloo staff may work alongside staff from the previous setting so that important routines, communication systems and successful approaches are not lost during the transfer.

    Joining specialist provision from a mainstream school

    A move from mainstream into specialist provision can bring both reassurance and uncertainty for a child and their family. We recognise that it may follow a lengthy assessment process or a period in which the previous placement has become increasingly difficult.

    We approach the transition positively and without judgement. Our focus is on understanding:

    • What the child can do;

    • What has helped them succeed;

    • What has presented barriers;

    • Which relationships and routines have been important;

    • How learning has been adapted;

    • What the child and family hope will be different; and

    • How links with mainstream education and the wider school community can be maintained.

    Waterloo’s specialist classes are part of the school, not separate from it. Transition planning therefore considers both the child’s specialist classroom and their safe, purposeful participation in wider school life.

    In-year admissions and school transfers

    Children may join Waterloo during the academic year because they have moved home, arrived in the local area or transferred from another school.

    Once an in-year place has been offered, we contact the child’s current or previous school. We ask for information that will help us provide continuity and support from the child’s first day.

    This may include:

    • Curriculum and assessment information;

    • Current learning priorities and interventions;

    • Phonics and reading information;

    • SEND records and provision plans;

    • Attendance and punctuality information;

    • Medical and care plans;

    • Pastoral or emotional wellbeing information;

    • Behaviour support and successful regulation strategies;

    • Details of professional involvement;

    • Safeguarding and child protection records; and

    • Information about friendships, interests and wider participation.

    Safeguarding records are transferred separately and securely between designated safeguarding leads in accordance with statutory requirements.

    Planning an in-year start

    Where possible, we arrange a visit before the child starts. This allows the child and family to:

    • Tour the school;

    • Meet the class teacher and other key adults;

    • See the classroom and important areas;

    • Learn about Waterloo’s rules and routines;

    • Discuss uniform, meals and the school day; and

    • Ask questions about the move.

    If a transfer takes place quickly, we gather the essential information first and continue liaising with the previous school after the child has started.

    We do not expect a child to manage the transition alone. Staff will check in with the child, support them to develop relationships and monitor their academic and emotional adjustment.

    When a child has experienced difficulty at a previous school

    Sometimes a child transfers following disrupted attendance, anxiety, friendship difficulties, unmet needs or concerns about behaviour.

    We listen carefully to the information provided by the child, family and previous school. We do not define a child by previous difficulties. However, honest and timely information allows us to plan safely and avoid repeating approaches that have not worked.

    Where necessary, we agree an initial support plan and review it once the child has had time to settle.

    Moving between classes and phases at Waterloo

    Transition continues throughout a child’s time at school. We plan carefully when children move:

    • From Nursery to Reception;

    • From Reception to Year 1;

    • Between year groups and teachers;

    • Between mainstream and specialist provision;

    • Between different levels of support; and

    • From Waterloo to secondary or specialist education.

    Teachers share assessment, SEND, pastoral, medical and safeguarding information. Children who require additional preparation may receive extra visits, visual information or opportunities to meet new adults.

    Moving on from Waterloo

    When a child leaves Waterloo, we work with the receiving school or setting to support continuity.

    For children moving to secondary school, this may include:

    • Transfer of academic and pastoral information;

    • Liaison between SEND teams;

    • Attendance at EHCP reviews;

    • Additional visits and enhanced transition programmes;

    • Support with travel and new routines;

    • Visits from secondary staff;

    • Transfer of medical and care information; and

    • Secure transfer of safeguarding records.

    For pupils leaving our specialist provision, transition planning will normally involve the family, the receiving setting, the local authority and relevant professionals.

    Working in partnership with families

    Parents and carers know their children best and are essential partners in transition.

    We ask families to:

    • Share information openly and promptly;

    • Tell us about changes that may affect their child;

    • Provide copies of relevant plans or reports;

    • Attend transition meetings where possible;

    • Help prepare their child for new routines; and

    • Let us know how their child is responding to the transition at home.

    Together, we can make sure that every child joining Waterloo experiences a welcome that is calm, thoughtful and centred on their individual needs.

    Contact us

    If your child has been offered a place and you would like to discuss transition arrangements, please contact the school.

    Waterloo Primary School
    Crosby Road North
    Waterloo
    Liverpool
    L22 0LD

    Telephone: 0151 928 4274
    Email: admin@wps.mvlt.co.uk

    For questions about SEND or specialist transition, please ask to speak to our SEND team or the leader of our specialist provision.