Navigating SEN Support During Key Stage Transitions

Transitions between Key Stages are challenging for any child, but for children with special educational needs, they can be particularly anxiety-inducing and disruptive. Whether it’s moving from Early Years to Key Stage 1, primary to secondary, or transitioning into post-16 education, these changes require careful planning to ensure your child’s support doesn’t slip through the cracks.

The reality is that Key Stage transitions are high-risk moments for SEN support. Staff changes, new environments, different systems—all of these can mean that hard-won provisions are forgotten, misunderstood, or simply not implemented in the new setting. But with proper preparation and advocacy, you can ensure continuity of support and even use these transitions as opportunities to secure enhanced provision.

This comprehensive guide will walk you through every aspect of managing SEN support during Key Stage transitions, from early planning to ensuring smooth implementation in the new setting. Whether your child has an EHCP or receives SEN Support, we’ll show you how to navigate these critical moments successfully.

Understanding Key Stage Transitions in the UK

The UK education system is divided into Key Stages, each representing a different phase of a child’s educational journey. Understanding these transitions helps you plan ahead:

UK Key Stages:

• Early Years Foundation Stage (EYFS): Ages 0-5 (nursery and reception)
• Key Stage 1: Ages 5-7 (Years 1-2)
• Key Stage 2: Ages 7-11 (Years 3-6)
• Key Stage 3: Ages 11-14 (Years 7-9)
• Key Stage 4: Ages 14-16 (Years 10-11, leading to GCSEs)
• Key Stage 5: Ages 16-18 (Post-16, A-levels or vocational qualifications)

The most significant transitions typically occur at age 5 (starting primary school), age 7 (end of KS1), age 11 (moving to secondary school), and age 16 (moving to sixth form or college). Each transition brings new challenges, but also opportunities to reassess and strengthen your child’s support.

Why Transitions Are Critical for SEN Children

Research consistently shows that children with SEN are more vulnerable during transitions than their neurotypical peers. Here’s why these moments matter so much:

Common Transition Risks:

• Loss of institutional knowledge: The staff who know your child best may not be moving with them to the new setting
• Different systems and approaches: Secondary schools operate very differently from primary schools
• Increased academic demands: Each Key Stage brings more complex curriculum requirements
• Social challenges: New peer groups, different social expectations, larger environments
• Reduced support: Sometimes new settings try to reduce provision to fit their budgets
• Heightened anxiety: Change is particularly difficult for many neurodivergent children

Timeline: When to Start Planning

Don’t wait until the summer term to start thinking about transition. Effective transition planning should begin well in advance:

Recommended Planning Timeline:

• 12-18 months before: For major transitions (primary to secondary), start researching new settings and understanding their SEN provision
• 12 months before: Request an early annual review if your child has an EHCP. Discuss transition planning explicitly
• 6-9 months before: Begin school visits with your child. Request transition meetings with receiving school
• 3-6 months before: Ensure EHCP is updated to reflect needs in new setting. Create detailed transition plan
• Summer term: Arrange additional visits, meet new staff, create visual supports and social stories
• First term in new setting: Regular check-ins, monitor implementation, request early review if needed

The Primary to Secondary Transition: Special Considerations

The move from primary to secondary school is often the most challenging transition for children with SEN. The changes are significant: larger buildings, multiple teachers instead of one, different rooms for different subjects, and much greater expectations for independence and organization.

What Changes at Secondary School?

Key Differences Children Face:

• Size and complexity: Secondary schools are typically much larger, with more students and more complex layouts
• Multiple teachers: Instead of one class teacher who knows them well, children now have different teachers for each subject
• Moving between lessons: Children must navigate corridors between lessons, manage their equipment, and be in the right place at the right time
• Homework expectations: More homework, from multiple teachers, with different deadlines to track
• Social complexity: Larger peer groups, more sophisticated social hierarchies, different friendship dynamics
• Greater independence: Less scaffolding, more assumption that children can self-regulate and self-organize

For children with SEN—particularly those with autism, ADHD, or learning disabilities—these changes can be overwhelming. This is why proactive transition planning is essential.

Using Annual Reviews for Transition Planning

If your child has an EHCP, the annual review becomes crucial during transition years. The law requires that annual reviews in Year 5 (age 9-10) and Year 9 (age 13-14) must specifically focus on preparing for transition.

What to Request in a Transition Annual Review

Essential Elements:

• Transition Plan: A formal transition plan should be created and attached to the EHCP, detailing specific actions, who is responsible, and deadlines
• Updated Provision: Review Section F to ensure it will meet needs in the new setting. You may need more support initially
• Visiting Arrangements: Formally agree on additional visits to the new school—standard one-day visits are often insufficient for SEN children
• Staff Training: Ensure new staff will receive training on your child’s specific needs before they arrive
• Risk Assessment: Request a transition risk assessment identifying potential challenges and mitigations
• Communication Protocol: Agree how information will be shared between current and new settings

Creating an Effective Transition Plan

A good transition plan is specific, actionable, and has clear accountability. Here’s what should be included:

Components of a Strong Transition Plan

• Specific Actions: “Class teacher and SENCO will visit receiving school to meet with Year 7 tutor and SEN team” (not vague statements like “schools will liaise”)
• Named Individuals: Who exactly is responsible for each action?
• Deadlines: When will each action be completed?
• Additional Visits: How many? When? With whom?
• Passport/Profile: A one-page profile summarizing your child’s strengths, needs, and successful strategies
• Environmental Adjustments: Specific arrangements (e.g., locker location, extra time between lessons, lunch arrangements)
• Peer Support: Buddy systems, friendship groups, social skills support
• Monitoring Arrangements: How will the new school monitor and review during the first term?

Supporting Your Child Emotionally Through Transition

While we focus a lot on the administrative side of transitions—EHCPs, meetings, provision—we mustn’t forget the emotional impact on your child. Change is hard, particularly for neurodivergent children who often rely on routine and predictability.

Strategies to Reduce Transition Anxiety

Practical Support Approaches:

• Visual Supports: Create photo books of the new school, maps, timetables with pictures
• Social Stories: Write social stories about what will happen, what to expect, what’s the same and what’s different
• Gradual Exposure: Multiple visits, starting with shorter visits and building up
• Consistency Objects: Can they bring something familiar from home or their old school?
• Meet Key People: Arrange to meet their tutor, teaching assistant, and key SEN staff before starting
• Practice Routines: Practice getting dressed in uniform, packing bags, navigating between rooms
• Acknowledge Feelings: Validate their worries while also highlighting exciting aspects
• Summer Preparation: Many schools offer summer schools or transition days—make use of these

What to Do When Transition Goes Wrong

Despite the best planning, sometimes transitions don’t go smoothly. Your child might struggle more than anticipated, or the new setting might not be implementing agreed provisions. Don’t wait and hope it gets better—act quickly.

Red Flags to Watch For

Warning Signs:

• School refusal or significant increase in morning anxiety
• Regression in skills or behaviors (e.g., return of meltdowns that had reduced)
• Physical symptoms (headaches, stomach aches, sleep difficulties)
• Provisions from EHCP not being implemented
• Staff unfamiliar with your child’s needs or support plan
• Lack of communication from the new setting
• Your child reporting feeling unsafe, overwhelmed, or unsupported

If you spot these signs, request an urgent meeting with the SENCO. If your child has an EHCP, you can request an emergency annual review if the situation is serious. Don’t let problems escalate—early intervention is key.

Transition Planning for Post-16 Education

The transition at age 16 is particularly significant because EHCPs can continue until age 25, but the educational landscape changes dramatically. Your child might move to:

• The same school’s sixth form
• A different sixth form or college
• A specialist post-16 provision
• An apprenticeship program
• Supported internships

The Year 9 annual review (age 13-14) should begin discussing post-16 options, and by Year 11, you should have a clear plan. This is where Section K of the EHCP (Advice and Information for the Young Person) becomes important, focusing on preparation for adulthood.

Preparing for Adulthood Outcomes

Post-16 transition planning must consider four key areas:

The Four Preparing for Adulthood Areas:

• Employment: What type of work interests your child? What support will they need?
• Independent Living: What skills do they need to live as independently as possible?
• Community Participation: How can they participate in their community, maintain friendships, pursue interests?
• Health: What health support will they need as adults? Transition to adult health services?

Your Rights During Transitions

It’s important to know what you’re entitled to during transition periods:

Legal Entitlements:

• Transfer Reviews: In Year 5 and Year 9, annual reviews must focus on transition
• Continuity of Provision: The EHCP remains in force during transition—provisions must continue
• New School Visits: You can request additional visits beyond standard transition days
• Amendment of EHCP: The EHCP should be amended to reflect the new setting and any changed needs
• Named Institution: Section I of the EHCP must name the new school before transition
• Transport: If your child is entitled to transport, this must continue to the new setting

How Tediverse Supports Successful Transitions

Managing a SEN transition requires organization, documentation, and evidence. Tediverse is designed to support you through this process:

Tediverse Transition Support Features:

• Baseline Documentation: Track your child’s current functioning before transition, creating a clear baseline
• Transition Monitoring: Log how your child responds during transition—anxiety levels, behavior changes, sleep patterns
• Progress Tracking: Monitor whether they’re settling in or struggling in the new setting
• Evidence for Reviews: Generate reports for early reviews if support needs adjusting
• One-Page Profile: Create a comprehensive “about me” profile to share with new staff
• Communication Hub: Keep all transition correspondence and plans in one organized place
• Care Circle Updates: Keep all involved professionals informed during the transition period

Final Thoughts: Transitions as Opportunities

While transitions bring challenges, they also offer opportunities. They’re moments when everyone involved is focused on your child’s needs and planning for the future. They’re natural points to review what’s working and what isn’t, and to push for enhanced provision if needed.

Don’t approach transitions passively, hoping the schools will handle everything. Be proactive, start early, document everything, and don’t be afraid to advocate for what your child needs. The effort you put into transition planning now will pay dividends in your child’s settling, progress, and wellbeing in their new setting.

Remember: you know your child best. Your insights about what works, what triggers anxiety, what helps them thrive—these are invaluable to the new setting. Share this knowledge generously, but also hold the new setting accountable for implementing the support your child is entitled to.

Related Resources

• EHCP Transition Planning: Primary to Secondary School Guide
• School Placement Appeals: Fighting for the Right Environment
• School Anxiety & Re-engagement: Complete Guide for UK Parents
• SEN Parent Burnout: Prevention Strategies & Self-Care Guide