Overview

Situation

Baseline assessments and early observations within the setting identified that a number of children, including those with additional needs, were not yet meeting age related expectations. Key areas of concern included communication and language, personal, social and emotional development, and independence. Some children also demonstrated low levels of wellbeing and involvement, particularly during transitions and group activities.

How

Practitioners carried out detailed baseline assessments on entry, followed by regular observations within daily routines and play. These were discussed during team meetings to identify emerging needs early. Key persons used this information to plan targeted support within everyday provision.

Support was delivered through a combination of adult led and child initiated approaches. For example, children with communication delays took part in small group language sessions, while staff consistently modelled language, used visual timetables and adapted their interactions throughout the day. Routines were structured and predictable to support emotional security, and activities were differentiated to ensure all children could access learning at their level.

The key person approach ensured that support was consistent and responsive, with strategies embedded across the day rather than delivered in isolation. Regular communication with families meant strategies were shared and reinforced at home. Where needed, external professionals were consulted to guide and strengthen practice.

Impact

Inclusive strategies enabled children to access learning more effectively and make measurable progress from their starting points. Targeted communication support led to improved expressive vocabulary, understanding and participation in group activities.

Adaptations to the environment and routines reduced barriers and increased engagement. Children who initially showed low involvement became more confident and willing to participate, supported by improved wellbeing.

A strong focus on independence resulted in children becoming more capable in managing self care tasks, making choices and taking responsibility. Children who initially experienced separation anxiety became more settled and emotionally secure.

Next Steps

The setting will continue to strengthen early identification processes and further develop staff knowledge through targeted training, particularly in communication and language. The environment and provision will continue to be reviewed to ensure it remains inclusive and responsive.

Evaluation

Overall, inclusive practice has had a clear and measurable impact on outcomes. Developmental gaps have narrowed, participation has increased and children demonstrate improved confidence, independence and engagement. Children leave the setting better prepared for the transition to Reception.

Strategy

A range of targeted strategies and activities were implemented to support inclusive practice and improve school readiness outcomes.

Early identification and assessment were central to the approach. Baseline assessments and ongoing observations enabled practitioners to quickly identify children requiring additional support. Individual support plans were developed and regularly reviewed to ensure progress.

Targeted communication and language interventions were a key focus. Small group sessions were delivered to support vocabulary development, listening skills and turn-taking. Visual supports, such as timetables and cue cards, were used consistently across the setting to aid understanding and routine.

The key person approach played a vital role in supporting emotional wellbeing. Strong relationships were built with children and families, helping children feel secure and confident. This was particularly important for children experiencing separation anxiety, where gradual transitions and consistent routines were implemented.

Differentiated teaching and inclusive environments ensured all children could access learning. Activities were adapted to suit varying developmental stages, and resources were made accessible to encourage independent exploration. Practitioners used modelling, scaffolding and positive reinforcement to support learning.

Independence was actively promoted through daily routines. Children were encouraged to take responsibility for tasks such as dressing, toileting, tidying resources and participating in group activities. Opportunities for choice-making were embedded throughout the day to build confidence and decision-making skills.

Partnership working was another key strategy. Regular communication with parents, including informal discussions and progress updates, ensured consistency in supporting children’s development. Collaboration with external professionals, such as speech and language therapists, strengthened the quality of provision and ensured appropriate interventions were in place.

Progress tracking systems, including EYFS age band assessments and Leuven scales, were used termly to monitor development. Team moderation and professional discussions ensured assessments were accurate and consistent.

These combined strategies created a supportive, inclusive environment that enabled all children to make progress and develop the skills needed for school readiness.

Outcomes

The implementation of inclusive practice has resulted in clear and measurable improvements in children’s school readiness across the setting.

Assessment data shows significant progress, particularly for children with identified additional needs. For example, targeted communication interventions led to measurable gains, with seventy per cent of children initially identified as below expected levels in communication and language moving into the expected range by the end of the academic year.

Leuven wellbeing and involvement scales demonstrated improvements in children’s emotional security and engagement. Average scores increased from three to four, indicating that children were more settled, confident and able to sustain involvement in activities. This was especially evident in children who initially experienced separation difficulties.

Independence also improved significantly. Observational data linked to personal, social and emotional development showed that eighty five per cent of children were independently managing self-care routines, such as dressing, toileting and handwashing, and were able to participate confidently in adult-led group activities prior to transition.

Children showed increased confidence in making choices, engaging with peers and accessing learning opportunities. Participation levels rose, with more children actively contributing during group times and sustaining attention for longer periods.

Partnership working contributed to improved outcomes, as consistent strategies between home and setting supported children’s emotional wellbeing and resilience. Children became more settled, forming secure attachments with key adults and peers.

Moderation within the team and input from external professionals ensured the reliability of assessments and strengthened practice. Overall, inclusive practice has successfully narrowed developmental gaps, increased participation for children with additional needs, and improved outcomes across the prime areas of learning.

As a result, more children are leaving the setting confident, independent and well-prepared to access the Reception curriculum successfully.

Resource Implications

The implementation of this inclusive approach required a combination of staffing, training and resource investment. Staff time was prioritised to allow for detailed observations, planning and regular review of children’s progress, including the development and monitoring of individual support plans.

Ongoing professional development was essential to ensure staff had the knowledge and confidence to meet a range of needs. Training focused on communication and language strategies, early identification of additional needs and inclusive teaching approaches.

Resources were carefully selected and adapted to support accessibility. This included visual timetables, communication aids, sensory resources and differentiated materials within continuous provision. These resources supported children’s understanding, engagement and independence.

Time was also allocated for partnership working, including regular communication with families and meetings with external professionals where appropriate. This collaborative approach ensured consistency and strengthened outcomes for children.

Where possible, existing resources and staff expertise were utilised effectively, ensuring that the approach remained sustainable. Overall, the investment in inclusive practice resulted in improved outcomes for children and a more responsive, high quality learning environment.

Voice

Parents and carers consistently report positive outcomes from the inclusive approach, particularly in relation to children’s confidence, communication and independence.

One parent shared, “My child struggled to speak and was very shy at the start, but now they are talking more at home and feel excited to come in each day.” Another commented, “The visual timetable has really helped. My child understands what is happening and feels much calmer.”

Families of children with additional needs highlighted the value of consistent communication and support. One parent noted, “We felt listened to and involved. The strategies used in the setting were shared with us, which made a big difference at home.”

Feedback also reflects improvements in independence. A parent shared, “My child can now get dressed on their own and is so proud of themselves. This has really helped us feel they are ready for school.”

Children’s voice was gathered through observation and interaction. Many children demonstrated increased confidence in making choices, joining group activities and forming relationships. Staff noted that children who were initially hesitant became more willing to participate and communicate their needs.

Overall, feedback from families and observations of children highlight increased confidence, improved communication and a greater sense of independence, supporting a successful transition to school.

Overview

Our setting implemented an inclusive transition approach to support children aged 3–4 years, recognising that transitions can create anxiety and uncertainty, particularly for children with SEND, communication needs, and children requiring additional emotional support. We developed a child-centred and family-focused programme designed to improve emotional wellbeing, confidence, engagement, and readiness for learning.

Children’s strengths, interests, and individual needs are identified through observations, learning journeys, parent discussions, child voice activities, and Leuven Scales of Wellbeing and Involvement. We work closely with families, receiving schools, and external professionals to ensure support is personalised and consistent.

Targeted resources and strategies have been introduced including personalised transition books, visual timetable resources, now-and-next boards, communication cards, social stories, sensory resources, and photo stories of new environments. Additional emotional wellbeing resources, role-play experiences, and familiarisation activities are used to reduce anxiety and increase predictability. This ensures all children, including children with SEND, can access support appropriate to their individual needs and participate fully.

Key Strategies and Activities

Key strategies currently implemented within the nursery include:

• Personalised transition books and photo albums containing photographs of classrooms, routines, and environments children may experience.
• Leuven wellbeing and involvement assessments to monitor emotional wellbeing and engagement.
• Visual timetable resources, communication cards, and now-and-next boards to support understanding and reduce anxiety.
• Social stories and personalised visual supports for children requiring additional communication and emotional support.
• Sensory resources and calm spaces to support emotional regulation.
• Story sacks and home-learning packs to strengthen parent partnerships and continuity between home and nursery.
• Family communication books to encourage regular information sharing.
• Parent workshops and transition meetings to support collaborative planning.
• Child voice activities using photographs, drawing, observations, and conversations to understand children’s views and preferences.
• Role-play experiences including school uniforms, school bags, lunchboxes, and classroom routines to increase familiarity with future experiences.
  These strategies support children with SEND by promoting confidence, communication, emotional wellbeing, and participation in nursery experiences.

Outcomes

Evidence gathered through structured observations, learning journeys, Leuven wellbeing assessments, attendance records, child voice activities, parent surveys, and staff reflections demonstrates positive progress.

Quantitative evidence shows increased participation in transition-related activities and improved wellbeing and involvement scores. Children with SEND have shown increased engagement during routines and group experiences following the introduction of visual supports and personalised strategies.

Qualitative observations indicate that children who previously demonstrated anxiety around change are becoming more confident in joining activities, participating in role-play experiences, and discussing future changes. Children are increasingly using visual resources independently and demonstrating improved emotional regulation skills.

Parent feedback indicates families feel more informed and reassured through regular communication and involvement in the transition process.

Overall, current evidence demonstrates that inclusive transition practices are supporting children’s emotional wellbeing, confidence, participation, and readiness for their next stage of learning.

Resource Implications

Resources used to implement this approach focused on supporting transitions, strengthening partnerships, and promoting children’s emotional wellbeing. A targeted allocation of resources ensured that children and families had consistent, inclusive, and accessible support.

Key resources included visual timetable systems, now-and-next boards, personalised transition books, photo stories of receiving schools, communication cards, and social stories. These tools helped to build familiarity, reduce uncertainty, and support children through change.

To strengthen continuity between home and nursery, story sacks, home-learning packs, family communication books, and a lending library of books focused on emotions and starting school were provided.

Additional emotional wellbeing resources included feelings and emotion sorting activities, group listening CDs with headphones, dual-language storybooks, sensory and calming resources, worry monsters, illuminated mark-making boards for home learning, and story sacks. Child voice resources were also used to support communication and emotional expression.

All resources were sourced through specialist early years suppliers such as TTS and Hope Education, ensuring they were accessible, sustainable, and appropriate for children with a wide range of needs.

Voice

Children’s and families’ views are gathered systematically and meaningfully through a rich range of methods including ongoing observations, sustained adult–child interactions, learning journeys, photographs, drawings, questionnaires, and continuous two-way communication with parents and carers. Children’s voices are embedded across daily practice and inform planning, provision, and next steps in learning.

Children consistently express enjoyment and belonging within the setting. Their comments include:

“I like my schoolbook.”
“I can see my teacher in the pictures.”
“I like the school playground.”
“I like my new friends.
“I like painting and sand.”
“I like choosing what I do.”

These voices are strongly evidenced through high levels of engagement, curiosity, and confidence observed in children’s play, interactions, and participation in routines. Children demonstrate increasing independence, emotional security, and willingness to explore, supported by responsive and nurturing interactions from practitioners.

Parents and carers consistently report that communication is highly effective and supports strong partnerships between home and nursery. Feedback includes:

“The transition resources help us continue conversations at home.”
“We feel fully informed and involved in our child’s learning.”
“The visual resources and communication have significantly reduced worries.”
“The visual timetable helps our child understand and anticipate the day.”
“We are able to reinforce learning at home using the same visual language.”

Families of children with SEND particularly highlight the impact of personalised support and highly effective collaboration:

“The personalised visuals have transformed our child’s understanding of routines.”
“Staff take time to ensure our child is fully included and understood.”
“We feel genuinely listened to and involved in decision-making.”
“Communication between home and nursery is consistent and highly supportive.”
“The small, achievable steps in learning help us see clear progress.”
“Adaptations ensure our child is fully included in all experiences.”

Across the setting, children’s voices are not only heard but actively shape practice. Practitioners respond in real time to children’s interests and needs, ensuring provision is flexible, inclusive, and responsive. Families report feeling valued as equal partners in their child’s learning journey, with strong, trusting relationships contributing to children’s confidence, well-being, and progress.

Overall, there is a highly effective culture of listening, reflection, and collaboration, where children’s voices are central to practice and families are actively involved in shaping outcomes for their children.

Overview

Highbury Fields School has the vision to be a community in which everyone enjoys academic and social success. We firmly believe that all children, regardless of their starting point or background, can be successful given the right level of care, support and expectation.

Transitions – Year 6 to 7

• Open mornings, where parents and students can see the school in action
• Coffee mornings with parents and students
• Visits to every child in their primary school, or at their home if EHE
• Transition evening for parents/carers
• Transition day for students
• Preparation days prior to starting
• Teaching of routines and characteristics that support organisation and learning
• ‘How to be successful’ evening

Transitions Year 9 to 10

• ‘How to make informed decisions’ evening
• ‘Preferences passport’ to support decision making
• Preferences evening
• Presentations from departments about each subject
• Movement around the school
• Teacher led (no bell/pips) to ‘decrease pressure’
• Routines for movement
• Line-up at end of social time for Y7-9

Around the building

• Walk on one side
• Quiet voices
• Members of staff located on staircases/corridors to support
• Split break and lunch to ensure spaces not overwhelming

Adaptive Curriculum

• Quality first teaching using EEF framework for inclusive practice
• ‘Future Success’ curriculum for years 7-9 supports the development of literacy and maths skills, ensuring access to all aspects of curriculum
• Reading coaching for all students with a reading age below chronological
• Small group teaching for English and maths

Inclusion by design

• ‘No more than four’ attendance policy – same expectations for and of all
• N code home visits; attendance = safeguarding
• 5 day absence home visits
• All absent students called end of day by Head of Year
• Deliberate planning of school day
• Form time in smaller mixed ability groups
• Known and consistent form tutor
• Discrete Y7/8 transition team
• Welcome of students into school
• Welcome of late arriving students
• Learning and teaching duty
• Split break and lunch ensures noise reduction
• Designated social spaces including quiet rooms

Strategy

• Deliberate use of language
• ‘Commitment’ not ‘behaviour’
• Choices
• Reflection and resolution built in
• Trauma informed practice

Outcomes

Attendance

Our attendance is in the top 10% for all students including those with SEND or who have been eligible for FSM.

Behaviour

The number of suspensions has reduced from over 90 days in 2018-19 to 19 in 2024-25.
The number of suspensions for our children with SEND has more than halved in the past 2 years.

Attainment

More than 70% of children with SEND attain above a grade 4 in English and maths.
The average grade for our FSM6 students is 5.6.

81% of children in year 13 are eligible for FSM. All of our sixth form students go to university, 50% of which are Russell Group universities.

All of this means that our young people are equipped with the skills, confidence and qualifications to have agency over their next steps.

Resource Implications

• Mental health lead as a stand alone role
• Schools Wellbeing Service integrated into inclusion team
• Supplementary CAMHS for more efficient diagnosis of SEN
• Primary trained teacher for ‘Future Success; curriculum

Voice

Students report feeling that they are valued and enjoy the acknowledgement that they were ‘missed’ when away from school.

Students feel confident that they know how to conduct themselves in the ‘Highbury Fields’ way.

Students enjoy being part of the community and representing their school at events.

Overview

This case study summarises the progression of a full year group of learners with SEND who followed the horticulture pathway during the 2023–25 academic cycle. The data demonstrates strong outcomes in:

• Curriculum progress within the college
• Readiness for work
• Successful transition into Pre Supported Internships (PSI)
• Progression onto Supported Internships (SI)
• Movement toward paid employment

Strategy

Year Group Profile – Year 23/24 – Entry Level 3 Certificate in Horticulture – First Year Running

• Total learners enrolled in E3 Horticulture: 11
• SEND profile: Moderate Learning Difficulties, Autism Spectrum Condition, Speech, Language & Communication Needs, BSL,
• EHCP status: 100%
• Learners started with low confidence, limited work experience, and varied independence skills.

Stage 1: Entry Level 3 Certificate in Horticulture – Key Outcomes

• Retention: 100%
• Achievement: 100% gained full qualification
• Work readiness improvements:100% improved practical task stamina

Learner Progression from E3 to L1 Courses

• 6% (4 learners) progressed onto L1 Garden Design – one deferral until the following year due to ill health
• 28% (3) moved into L1 in Progression Pre-Supported internship internally
• 18% (2) alternative vocational SEND pathways internally
• 18% (2) exited due to relocation/health

Stage 2: Level 1 Certificate in Garden Design- Pre-Supported Internship Year 24/25 – First Year Running

• Total Learners enrolled in Garden Design: 9 learners, 7 with EHCPs
• SEND profile: Moderate Learning Difficulties, Autism Spectrum Condition, Speech, Language & Communication Needs, SEMH
• Focus: Problem solving/ Practical learning, Planning and sequencing, Digital garden design tools, Presenting ideas to others, Increased independence
• Key Outcomes:
  Progression from E3 Horticulture: 4 learners (36%)
  Retention: 100% (9 learners)
  Achievement: 100 % gained full qualification
  Skill Development: 77% demonstrated improved problem solving skills
  69% showed improved digital design or sketch planning
  o5% increased confidence presenting their ideas

Outcomes

Progression From Level 1 – Next Steps Year 25/26

• 34% (3) secured places on our Supported Internship Programme – Project SEARCH- NHS Northwick Park Hospital
• 44% (4) progressed to Pre Supported Internships internally
• 22% (2) exited to pursue Level 2 Garden Design at other colleges

This case study highlights the horticulture pathway as a highly effective and meaningful vocational curriculum within SEND provision.

Progression from Entry Level 3 → Level 1 → PSI → Supported Internship demonstrates:

• Consistently high levels of learner achievement
• Significant gains in personal independence
• Strong preparation for adulthood and community participation
• Clear, sustainable pathways into genuine employment sectors

Resource Implications

• Targeted job coaches
• SEND Employability focused manager

Young Person / Family Voice

In addition to measurable qualification progress, feedback from parents, learners, and professionals evidence marked improvements in positive mental health, confidence, and self esteem. Parents have reported noticeable increases in their young people’s resilience, motivation, and overall wellbeing at home. Learners themselves frequently describe feeling “calmer,” “more capable,” and “proud” of their work, while professionals note reductions in anxiety, improved emotional regulation, and stronger engagement in learning.

Overview

Setting the Scene

Enfield identified that transition support for pupils on SEN Support was inconsistent and overly dependent on individual school practice, leaving some children, particularly those without EHCPs or with other associated ‘risk’ factors, vulnerable to poor transition outcomes.  In addition, this had led in some cases to an escalation to statutory support and ultimately an EHCP.

The local authority aimed to create a coherent, equitable, borough wide system that strengthened early identification, improved communication between schools, and ensured consistent expectations across all settings.

How the Practice Was Implemented

• The Transition Improvement strand of the ‘Delivering Better Value’ programme introduced a model built around four core components:
• Transition Support Plans (TSPs): a structured, coproduced tool enabling early identification of risk factors and capturing important pupil information. TSPs begin in Year 5, are completed in Year 6, and shared with secondaries ahead of transition days. They are designed to be concise and manageable for primary colleagues, who may have multiple plans to complete for their cohort.
• Co produced Transitions Policy & Guidance: developed with schools, multi agency partners, and the Parent Carer Forum, setting out minimum expectations and embedding a shared, consistent approach.
• Improved communication and data sharing borough wide events; (Transitions Conference and Information Sharing Event) create structured opportunities for communication between settings, shared planning, and direct discussion of individual pupils.
• Transition focused CPD and targeted interventions: annual CPD, training on TSPs, and targeted programmes such as ‘Language for Behaviour and Emotions’, chosen because SLCN and SEMH are the most common needs at the point of transition.

Impact

Key outcomes include:

• 450 TSPs completed, covering over 11% of the Year 6 cohort in 2025.
• 100% of secondary schools received and used TSPs, enabling proactive planning.
• Staff confidence in the transitions offer rose from 4.78 to 8.68 after CPD.
• 97% of pupils receiving the ‘Language for Behaviour and Emotions intervention’ reported improved social skills.
• Early evidence shows 1.2% higher attendance for Year 7 pupils with a TSP.
• 67.4% of TSPs were young people who are currently identified as SEN Support. Of this cohort, no EHCNAs have been requested this academic year.
• Termly cost avoidance saving from early intervention, reducing escalation to statutory support: £396,450 based on 50% of Sen Support cohort

Reduction in escalation of need through the transition programme, has had a positive impact on professional capacity. On average, it requires 12 hours of multi agency professional capacity to complete a statutory assessment. This may include: setting SENCO, class teacher, education psychology, statutory administration, medical or therapy and social care input.

Professionals described the new system as “the most comprehensive transition information to date” and emphasised that “no student falls through the gap” under the revised model.

Next Steps

The programme is now embedded in annual borough wide practice, with expansion underway into early years transitions. A Peer Mentoring Scheme will launch in 2026, pairing year 6 pupils with trained older students in Years 8 and 10. Ongoing monitoring will track academic progress and qualitative experiences over time.

Evolve (Advice for Others)

Key learning includes:

• Co production is essential for borough wide buy in.  Recommendations from primary colleagues were acted on and proposed pilots were trialled.
• Early identification of pupils must be systematic, not optional.
• Borough wide structures (shared events, shared tools) reduce inequity between schools.
• Embedding work into existing roles ensures sustainability.

Strategy

Setting the Scene

The programme was designed to address borough wide inconsistency, variable identification of vulnerable pupils, and gaps in communication between phases and reduction in EHCNA. These challenges created inequitable experiences for pupils on SEN Support.

How (Key Strategies & Activities)

The programme’s strategies were practical and co produced, ensuring they could be embedded across all schools.

1. Transition Support Plans (TSPs)
• A structured tool capturing pupil needs, contextual risk factors, and recommended strategies.
• Co produced with schools to ensure that they were fit for purpose and manageable workload-wise.
• Initiated in Year 5, completed in Year 6, and shared early with secondaries.
• Designed to support proactive planning and reduce September based crisis responses.

2. Co produced Transitions Policy & Guidance
• Provides minimum expectations for all schools.
• Includes tools, templates, and examples of effective practice.
• Ensures mainstream schools understand available support and how to access it.
• Embeds a shared, systematic approach across the borough.

3. Borough wide communication and data sharing structures
• Transitions Conference: introduces TSPs, gathers feedback, strengths relationships between phases.
• Information Sharing Event facilitated direct discussion of individual pupils, enabling early identification and planning.
• Events are highly attended and receive overwhelmingly positive feedback.

4. Transition focused CPD and targeted interventions
• Annual CPD embedded into the transition cycle.
• Training on reasonable adjustments, EBSNA, safeguarding and TSP completion.
• Targeted intervention: ‘Language for Behaviour and Emotions’, addresses SLCN and SEMH needs.
• 62% of schools trained: pupils report increased confidence and self advocacy.

Impact of These Strategies

• Increased consistency across the borough.
• Stronger early identification: 450 TSPs completed; 85% of primaries submitted TSPs.
• 100% of secondaries used TSPs to prepare for pupils.
• Staff confidence nearly doubled after CPD.
• Improved pupil social skills and early signs of improved attendance.
• Families reported reduced anxiety and greater trust in the process.

Next Steps

• Annual CPD cycle continues.
• Peer Mentoring Scheme launching in 2026.
• Expansion to early years transitions.
• Ongoing monitoring of academic and wellbeing outcomes.

Evolve (Advice for Others)

• Build structures that are cross borough.
• Use coproduction to secure buy in and relevance.
• Prioritise early, proactive planning over reactive support once pupils have started secondary.
• Embed tools into everyday practice, not as add-ons.
• Ensure sustainability by integrating work into existing roles.

Outcomes

Setting the Scene

The outcomes reflect the aim to improve early identification, strengthen communication, and ensure consistent, inclusive transition support for pupils on SEN Support.

How Outcomes Were Measured

The programme used a combination of:

• Quantitative data (TSP completion rates, attendance, training participation).
• Qualitative feedback from pupils, staff, and families.
• Borough wide monitoring of implementation.
• Professional confidence measures pre and post CPD.

Impact (Quantitative & Qualitative)

Quantitative outcomes:

• 450 TSPs completed, covering more than 11% of the Year 6 cohort.
• 85% of primary schools submitted TSPs.
• 100% of secondary schools received and used TSPs.
• Staff confidence increased from 4.78 to 8.68 after CPD.
• 62% of schools trained in Language for Behaviour and Emotions.
• 97% of pupils in the intervention reported improved social skills.
• Year 7 pupils with TSPs had 1.2% higher attendance in their first term.

Qualitative outcomes:

• Staff described the new system as “the most comprehensive transition information to date” and emphasised that it ensures “no student falls through the gap”.
• Pupils reported increased confidence: “The small groups helped me with the confidence to speak up”.
• Families reported reduced anxiety and greater reassurance: “They feel so much happier that their child and their needs have been discussed beforehand”.
• Professionals highlighted improved collaboration and clarity of process.

Next Steps

• Continued monitoring of academic progress and lived experience.
• Expansion to Early Years transitions.
• Implementation of the Peer Mentoring Scheme in September 2026.
• Annual review of CPD content to ensure responsiveness to emerging needs.

Evolve (Advice for Others)

• Use structured tools (like TSPs) to ensure equity and consistency.
• Prioritise multi agency collaboration from the outset.
• Build sustainable systems embedded within existing roles.
• Use both quantitative and qualitative data to capture impact meaningfully.

Resource Implications

The Transition Improvement strand was intentionally designed to be low cost and sustainable, with resource implications centred on staff capacity, annual coordination, and targeted training, rather than ongoing financial investment.

The programme began with short term DfE DBV funding to support start up staffing, but the model was built for longevity: the work was designed for sustainability, with all ongoing work embedded within existing roles and structures, ensuring no additional financial outlay was required beyond the initial investment. This means that once established, the programme operates as an annual programme, using the expertise of existing SENCOs, pastoral leads, transition coordinators, and multi agency partners.

The most significant resource requirement is human resource, not finance.

Key activities, such as the Transitions Conference, Information Sharing Event, and annual CPD, are delivered through existing local authority teams and school staff. The co produced Transitions Policy and TSPs also reduce workload duplication by providing a single, consistent framework.

Training for targeted interventions, such as ‘Language for Behaviour and Emotions’, are delivered by ECASS (Enfield Communication Advisory Support Service) and was already running before the transition programme made use of the framework to also support vulnerable young people at the point of transition. This uses existing specialist capacity and focuses on small group work, making it a resource efficient model with high impact; 97% of pupils reported improved social skills.

Overall, the programme demonstrates that early investment in SEN support reduces escalation and creates both improved outcomes and long term financial sustainability.

Voice

Student feedback demonstrates an interesting and honest picture of their transition experience, which involves both the emotions of starting secondary school and the practical realities of adapting to new routines, environments, and expectations.

Emotions and First Impressions:

Students described a mixture of excitement and anxiety during the first weeks. Many felt nervous about form placement and friendships, but also curious about the new environment. As one student explained, “I was a bit nervous, I wanted to be in the same form as my friend.” Others felt reassured by the preparation they received in primary school and the familiarity of peers. One young person summarised the balance of change and continuity: “It felt like the right things changed and the right things stayed the same.”

The structured induction week provided by many Enfield secondaries was widely praised. Students valued introductory lessons, predictable routines, and consistency in curriculum areas such as reading.

Key Differences from Primary School:

Students identified several major changes:

• more teachers and subjects
• moving between classrooms
• homework and consequences
• longer journeys and longer lessons

These shifts were significant but manageable. As one student put it, “People and homework are the biggest changes.” Another noted the practical impact of travel: “The journey used to be less than 10 minutes, now it’s nearly half an hour.”

Feeling Welcome and Connected

A strong theme was the importance of feeling known and supported, which has been a main theme of any transitions CPD with staff.  Students appreciated multiple open days, clear transition packages, and the kindness of older pupils. One student shared, “A girl from Year 8 made me feel welcome when she showed me around.” Relationships with form tutors were also highlighted as a stabilising factor: “Teachers made it personal, they know us well.”  Much of this knowledge was garnered from the shared TSPs.

Learning and Curriculum

Lessons generally met expectations, though some students were surprised by ability grouping in subjects like maths and science. Most felt confident asking for help, with 7 out of 8 students reporting they were comfortable seeking support. One student reflected, “In primary there was only one teacher now there are many, but it’s not as hard as I thought.”

Friendships and Social Experiences

All students reported making new friends. Social times were mostly positive, though some experienced occasional isolation. Students suggested structured breaktime rotas and access to equipment to support inclusion. As one student said, “It’s harder to play at secondary during break, we need school balls.” Others enjoyed the increased independence: “I like having so much more space and choices of places to go.”

Organisation and Environment

Managing timetables and navigating the school sites were early challenges. Visual supports such as lanyard timetables were particularly helpful: “It’s easier having a timetable around your neck, you can see what’s after break.” Students also reflected on the shift in responsibility: “In primary I had a tray… now I have to pack my bag every night but I don’t mind, I feel more grown up.”

Advice and Suggestions

Students advised Year 6 pupils not to worry, to be confident, and to trust that secondary school is less daunting than it may seem. They enjoyed clubs, sports, different teachers, and special events. Suggestions for improvement included form based taster days and more peer support.

It is important that we continue to survey students at the point of transition every year so that we can feed this information into any future CPD sessions and training for schools.  We did include a video of student interviews at the last Transitions CPD, which staff really welcomed.

Overview

The Centre for ADHD and Autism Support (CAAS) Transition Project is a targeted early intervention programme designed to support children and young people with Attention Deficit Hyperactivity Disorder (ADHD) and Autism Spectrum Disorder (ASD) as they move from primary to secondary mainstream education. The project focuses on pupils with Education, Health and Care Plans (EHCPs), as well as some pupils who are awaiting diagnosis and require additional support during transition.

Transition to secondary school is recognised as a significant pressure point for many neurodivergent pupils. Increased environmental demands, changes in routine, larger school settings and more complex social interactions can lead to heightened anxiety, reduced engagement and increased risk of placement breakdown. The CAAS project was developed to address these challenges through proactive, structured support that begins before pupils transfer to secondary school.

The programme adopts a person-centred and neuro-affirming approach, working directly with young people, families, primary schools and receiving secondary schools. Support focuses on building pupils’ confidence, helping them understand their individual strengths and needs, developing coping strategies and ensuring that schools have the knowledge and tools required to make appropriate adjustments from the outset.

Initially delivered as a pilot within a number of schools, the project demonstrated positive outcomes in sustaining mainstream placements and reducing transition-related difficulties. As a result, the programme has been expanded across all mainstream secondary schools in Hillingdon, making support available to significantly larger numbers of pupils. The expansion reflects the borough’s commitment to inclusion, early intervention and strengthening mainstream capacity to meet the needs of neurodivergent learners.

Strategy

The project is built around a series of coordinated interventions delivered before, during and after a pupil’s move to secondary school.

Early Transition Planning

CAAS practitioners begin engaging with identified pupils, families, primary schools and secondary schools during the summer term before transfer. This allows any potential challenges to be identified early and support plans to be developed before the transition.
Direct Support for Young People

Young people receive individualised support to help them understand their diagnosis, develop self-awareness and build practical strategies for managing the demands of secondary education. Support is tailored to each pupil’s individual needs and circumstances. Support is provided to the new Y7 cohort for the first two terms of their new school year, enabling children to feel they have additional support and guidance where required.

Family Support

Parents and carers are offered workshops and direct engagement to help them understand the transition process and support their child effectively. This strengthens consistency between home and school approaches and helps reduce family anxiety during the transition period.

School Partnership and Promoting Neuro-Inclusive Practice

A key feature of the programme is its close partnership with mainstream secondary schools. CAAS practitioners work alongside school staff to share strategies, provide advice and support the implementation of reasonable adjustments. Schools also receive training, resources and practical guidance to strengthen their ability to meet the needs of neurodivergent pupils.

Beyond supporting individual pupils, the project seeks to create more neuro-affirming learning environments. Work with teaching staff, peer groups and wider school teams helps improve understanding of ADHD and autism and encourages inclusive approaches that benefit a wider range of learners

Ongoing Monitoring and Review

Support continues throughout the autumn and spring terms following transition. Strategies are reviewed and adapted where required to ensure pupils remain engaged, confident and supported in their new educational setting.

Outcomes

The project has delivered positive outcomes for pupils, families and schools. Evidence from the initial phases demonstrated success in maintaining mainstream placements and preventing transition-related placement breakdowns for pupils with ADHD and autism. The pilot evidenced impact for our children, families and schools and therefore further investment was agreed to expand the programme across all mainstream secondary schools in the borough.

In the first year of delivery, 95 children and young people were supported through the programme. Evaluation data showed:

• 83% of participants reported increased confidence
• 89% of children and young people developed stronger coping strategies
• 100% of children and young people reported improvements in their mental wellbeing

Schools reported improvements in pupils’ emotional wellbeing, self-understanding, behaviour and social confidence. The personalised approach, combined with strong relationships between practitioners, families and schools, helped pupils engage more positively with their new learning environment.

Wider system benefits have also been observed. Schools have reported increased staff confidence and improved knowledge of neurodivergent needs, leading to more inclusive classroom practice. The project has contributed to strengthening mainstream provision and reducing reliance on specialist placements by supporting schools to meet needs effectively within local settings.

The programme therefore delivers impact at both an individual and system level, supporting better outcomes for children and young people while contributing to a more sustainable and inclusive SEND system.

Resource Implications

The CAAS Transition Project makes effective use of specialist expertise already available within the local voluntary and community sector while aligning closely with the borough’s wider SEND and inclusion priorities. The project is delivered through a partnership between Hillingdon Council, schools and CAAS, enabling specialist support to be targeted at a key transition point where intervention can have the greatest impact.
Resource requirements include trained practitioners delivering direct pupil work, parent workshops, school engagement, staff training and ongoing review meetings. Practitioners work across primary and secondary phases, providing continuity and coordination between settings.

The model also creates efficiencies through building capacity within mainstream schools. By increasing staff confidence, providing practical resources and embedding inclusive approaches, the project supports schools to meet needs earlier and more effectively. There is evidence that schools have identified benefits through the development of more neuro-inclusive environments.

The expansion of the project across all mainstream secondary schools demonstrates confidence in the sustainability and value of the approach as part of a wider strategy focused on prevention, inclusion and early intervention.

Voice

The CAAS Transition Project was developed in response to the challenges experienced by neurodivergent young people and their families during the move to secondary school. The programme recognises that this transition can be a period of significant uncertainty and anxiety, particularly for pupils with ADHD and autism who may find changes to routines, environments and social expectations difficult to navigate.

A central feature of the project is the active involvement of families throughout the process. Parents and carers are provided with opportunities to participate in workshops, receive advice and engage directly with practitioners. This ensures that families are listened to and can contribute to planning the support their child receives.

Young people are supported to understand their own needs, develop confidence and identify strategies that work for them. Rather than focusing solely on challenges, the project adopts a strengths-based and neuro-affirming approach that helps pupils build self-awareness and resilience as they enter secondary school.

The positive impact on young people is reflected in programme outcomes, with participants reporting increased confidence, stronger coping strategies and improved mental wellbeing following participation in the project. These outcomes suggest that young people feel better prepared for secondary school and more able to engage successfully in mainstream education. By working closely with both families and schools, the project helps create a shared understanding of each child’s needs and strengthens the support network around them. This collaborative approach ensures that young people experience a more positive, planned and successful transition into secondary education.

Overview

Situation

KS2 pupils were participating in a Careers Week with was based around Women in Data and Construction, much of the programme wasn’t suitable for SEND.

How

I designed a SEND careers week based on the Pathways to Adulthood – Employment outcomes

Impact

The week was very successful and led to me planning a 6 week Pathways to adulthood Independent Living programme, day one – reading a recipe and creating a visual shopping list. Day two, going to the shops in small groups to collect the ingredients they need. Day three and four – making the recipe. Day 5 reflecting on the process.

Next Steps

Again this was successful and the pupils were getting a lot of learning from it so we extended the programme for an further 6 weeks, building on the key skills and vocabulary. We are now going to extend this to KS1 pupils and their pathways to adulthood objectives.

Evaluation

Obtain funding to ensure that the pupils have the appropriate tools they need to make progress. Allow a second consecutive day for the children to replicate the recipe so that they can make improvements and be more independent.  Allow time for pupils to reflect on their creations on the final day and if they would want to make it again, why or why not?

Strategy

We used an Attention Autism Model to deliver the cooking sessions as the pupils all have experience with this intervention and the format it follows. Share the outcomes with parents so they can follow this up at home, deepen the independence skills. We provided each child with their own set of cooking utensils and tools, we used visuals to support the shopping list and spoke with the store managers so that the children had time to explore the shop to find the ingredients they would need to for their cooking sessions later in the week. Children went shopping in small groups to allow time to explore and have opportunity to pay for the items.

Outcomes

The pupils have grown in their ability to handle utensils and skills needed for cooking. Their attention has  been more sustained over time and they are able to be more independent and make predictions for what will happen next on the second cooking day. Children are beginning to understand how to express their opinions on their likes and dislikes.

Resource Implications

• Weekly food shop x 2 (approximately £25 per week)
• Personal tools for each child (£200)
• 3 members of staff minimum to oversee the sessions.

Voice

All of the pupils are very invested in the programme, they look forward to going shopping and choosing their roles. The pupils are enjoying giving their feedback on what foods they enjoyed and what they haven’t. The children have become more independent in the shop and are beginning to engage with other items they see. Their cutting skills have improved and their ability to sequence instructions. They enjoyed having to source more unique ingredients by having to visit two different locations.

Overview

Setting the Scene

This year, Young Giants Education was selected to partner with Wandsworth Local Authority Hospital and Home Tuition Service (WHHTS) to provide the mentoring/link worker element of the borough-wide EBSNA Outreach Programme. EBSNA (Emotionally Based School Non-Attendance) refers to persistent or intermittent absence driven by emotional distress. In Wandsworth, 41 cases were referred by 14 schools across three triage panels, many of them young people with emerging or identified SEND needs who fell below the thresholds for CAMHS, EHCPs or social care.
The core barrier was disconnection: between home, school and the young person. Existing models operated in silos. Young Giants Education and the EBSNA Programme aimed to provide the human bridge across all three.

How

Young Giants deployed a specialist SEN mentor to work directly with young people, families and schools across structured 8–10 week reintegration programmes. Our mentor functioned as a link worker, present in the young person’s home environment, school, and community spaces between; providing the relational consistency the young person and their family needed. The EBSNA Outreach Programme provided an EBSNA-specialist Educational Psychologist who advised our mentor, the WHHTS EBSNA team and school throughout, supporting formulation and reintegration planning.
Each programme involved: co-designed Reintegration Support Plans built around the young person’s interests and voice; weekly written updates to families; and fortnightly school liaison.

Impact

Across Cohort 1, three young people achieved significant attendance milestones: one attained their first five-day school contact in over a year; a second made first school contact of the academic year and is now visiting twice weekly; a third achieved their first consecutive five-day school week in two years and now attends daily. All fully discharged young people left the programme with comprehensive Reintegration Support Plans, and detailed handover documentation shared across school, family and relevant services — two of which include active EHCNA applications. Each cohort is tracked longer term and readmitted to the programme if necessary.

Next Steps

At the time of writing we have begun work with Cohort 2 and are working closely with the EBSNA team on programme modification and development to reach even more CYP. We are delighted to learn this week that the pilot project has also received further central funding to continue over the next academic year.

In tandem, Young Giants Education has been developing for over a year, a ‘retained specialist’ model enabling schools (or a group of schools) to commission a Young Giants EBSNA link worker on a fixed-term basis to provide early intervention for young people showing signs of persistent absence before patterns become entrenched. Link workers will be supported by a Young Giants provided Educational Psychologist and trained in partnership with the Anna Freud Centre.

We are also developing a national EBSNA model drawing on our experience supporting CYP missing education, and in collaboration with colleagues from the healthcare sector who have led national community engagement programmes. We hope to attract academic research partners to this project to deepen the evidence base around children’s mental health and school re-engagement.

Evolve

We understand that early, relational intervention before absence becomes entrenched is significantly more effective than late-stage crisis response. We aim to support more schools to build relational capacity alongside individual support, so that what a programme leaves behind is a school better equipped to manage future cases independently.

Strategy

• Child-centred reintegration planning: every support plan was co-designed with the young person and family, built around their interests, strengths and voice. For one student this included a visual ‘Sammy the Snake’ timetable; for another, reintegration steps were framed as a gaming level-up system.
• The link worker (mentor) as connector: the Young Giants mentor held all three key relationships simultaneously, maintaining consistent communication between home, school and the young person, and attending professional meetings as a trusted advocate.
• Graduated, flexible exposure: reintegration timetables began with brief, low-pressure contact and expanded incrementally based on the young person’s emotional readiness. Where 8-week timelines proved insufficient, the programme extended to 10–12 weeks.
• Emotional regulation woven into sessions naturally: games of Uno, walks in the community, and interest-led projects all served as scaffolding for conversations about feelings and self-regulation, without creating additional demand or performance pressure. Interventions fully supported by an EBSNA-specialist EP.
• Strengths-based profiling: each young person’s interests, academic strengths and self-identified trusted adults were documented and shared with school, forming the basis of an ongoing Support Plan sustaining progress after discharge.
• Multidisciplinary triage: each case reviewed at panels attended by CAMHS (where possible), EP, Early Help, Family Therapy and Inclusion, ensuring the mentor’s direct work was connected to wider professional assessment.

Outcomes

Quantitative

• 41 cases triaged; 14 schools referring (6 primary, 8 secondary).
• 8 young people admitted to direct reintegration support (due to limited resources for this pilot).
• 3 successful full reintegrations completed; 2 further cases resolved without requiring full outreach; 3 extending to ten weeks
• Training (provided by EBSNA Outreach Programme in this pilot): 51 professionals, 31 schools; 79% rated 5/5; 100% left feeling confident; 66% ‘very confident’.

Qualitative: Two Case Studies (All names anonymized)

Learner 1 — Year 5 (ADHD primary need; ASD and SEMH secondary):

L1 had experienced persistent intermittent absence throughout the year, with Thursdays emerging as a consistent pattern. They had not achieved a full consecutive week of attendance since September. Young Giants link worker, Liza, began direct work in January 2026, building trust through L1’s interests, gaming, Pokémon, football, card games and gradually extending his capacity to manage school demands.

Key sessions revealed the nuance behind L1’s avoidance: they rated Maths 10/10, enjoyed friends, and engaged well with certain subjects. Barriers were specific and cumulative. A classroom audit confirmed the issue was emotional and sensory rather than academic. Through a co-designed visual timetable, negotiated incremental extensions and a signed ‘deal’ for each new milestone, L1 achieved his first full consecutive week of attendance, a milestone – the first since September. By discharge, L1’s self-rated Energy was 7–9/10 and Social Battery 100/100. An EHCP application is underway for secondary transition.

Learner 2 — Year 6 (ASD/SEMH profile; EHCNA in progress):

L2 had not attended school at all by the point of referral. The barrier was social exposure, seeing peers triggered sufficient anxiety to prevent entry. Our link worker/mentor began work entirely outside school, building trust through L2’s interests (Law and Order, gymnastics, rock climbing, art) before gradually introducing proximity to the school building.

Over the programme L2 progressed from walking past the school gate to entering the building, navigating a quiet corridor, spending up to an hour in a private room, managing an unexpected peer encounter calmly, and writing a note to a peer. This gradually extended to sitting in the classroom during learning and leaving before peers to meet a trusted adult. L2’s case illustrates a key insight: they were articulate, reflective and socially capable, the barrier was the school environment’s unpredictability and the demand it placed on them to mask. At discharge, L2 had secured a secondary school place. EHCNA assessment is in progress. The discharge meeting agreed school should continue to invite L2 to events, giving her agency and choice without pressure.

Resource Implications

Young Giants Education contributed one specialist SEN mentor (25 hours per week, term-time) delivering direct student contact, home visits, school liaison and documentation, as part of a wider Wandsworth based EBSNA Outreach Programme that included programme leadership, training and an EBSNA-specialist EP advisor. The model is deliberately time-limited to promote reintegration rather than dependency.

Beyond Wandsworth, Young Giants Education is developing a ‘retained specialist’ model enabling schools, or groups of schools, to commission a Young Giants EBSNA link worker on a fixed-term basis, providing early intervention for young people showing signs of persistent absence before patterns become entrenched. Link workers are supported by a Young Giants-provided Educational Psychologist and trained in partnership with the Anna Freud Centre. A pooled commissioning model means costs can be shared across schools, making this a significantly more cost-effective option than school-by-school procurement.

Voice

All feedback anonymised.

Young People

“Liza made school fun.”  — L1, final contact session
“If I can attend these days, then I can definitely come in more.”  — L1, during programme
“Changes to timetable — good, I felt better. Having someone outside of school be there to support and listen — good as well.”  — Learner, exit feedback
“I will not return fully [to last term of primary] , but I will go to secondary school with my plan and I want to attend more there because they will know from the beginning who I am.”  — L2 — demonstrating self-awareness and agency

Parents / Carers

“I feel like she really cares about my child. The reintegration work has helped and I feel relieved that she’s connecting with people again.”  — Parent of L1
“We’ve learned a lot and she’s opened up when she wouldn’t before so we didn’t know. It’s been easier talking to the school too.”  —Parent feedback at discharge

Schools and Professionals

“L1 is a very capable student — still at the expected standard in reading, writing and Maths despite the amount of time missed.”  — Class teacher, discharge meeting
“Everyone has worked really hard and L2 is doing really well. If we go too quickly, we run the risk of losing a really bright child.”  — discharge meeting summary
“They are ever so grateful for the guidance they received at the EBSNA training and have immediately started to work on the reintegration plan of their severely absent pupil.”  — Wandsworth professional, following programme training.