Transition

Our lives are full of change, during which we transition or move from one stage to another. A transition from one educational setting to another can be exciting, but it can also be a cause of anxiety for you and your child.  

Please click the link below for access to a variety of transition guides.

All three guides were produced in collaboration with Choice Wellbeing.  

Transition Guides
Transition Guides
Moving on Guide
Moving on Guide
Link to Early Years transition resources
Link to Early Years transition resources
Link to primary school transition resources
Link to primary school transition resources
Link to secondary school transition resources
Link to secondary school transition resources

Practical strategies to support with transition

Children with Autism may find it difficult to manage times of transition. This can include micro transitions (e.g. changing between activities or lessons), or they could be macro transitions (e.g. changing schools, moving house).

Transition passports and personal passports can be a useful tool in reducing anxiety and supporting children through periods of change. They provide key information about a child's needs, preferences, strengths, and strategies that help them feel safe and supported. This document can be created by parents/carers and/or professionals with the involvement of the child where appropriate.

A passport enables all key information about the child to be shared among all staff who work with the child.

An existing passport can be easily updated so it includes all relevant information. The updated version can then be shared among all staff who work with the child. 

It is important to remember that transition support should always be individualised, taking into account the unique needs, communication style, interests, and anxieties of each child.

 

Examples of transition passports are included below to demonstrate how they can be used to make transition experiences smoother and more successful.

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Transition Visits

  • Some children may require additional transition visits to help them become familiar with their new classroom or area of school. These visits may include opportunities to meet new staff members, where possible, within a familiar setting such as their current classroom.
  • A child may also benefit from informal opportunities to build relationships with new staff, for example during playtimes, lunchtimes, or visits to the playground. This can help reduce anxiety and increase confidence prior to the transition.

 

Transitioning to a new school

  • A child may benefit from additional transition visits to their new school. Where appropriate, visits can be arranged during quieter times, such as after school hours, to help the child become familiar with the environment. These visits should be planned collaboratively between school staff and parents/carers.
  • It can be helpful for families to practise travelling to the new school during the summer holidays. This may include walking the route or using the bus route to establish a familiar routine before the start of term.
  • A visual calendar or countdown can be used to help the child understand when they will be starting at their new school. Counting down the number of days or sleeps can help prepare the child for the transition and reduce uncertainty.

 

Photo Book

  • Creating a photo book can be a helpful way to support transition and increase the child's familiarity with their new environment. The photo book could include pictures of the new classroom, key members of staff, daily routines, and important areas of the school such as toilets, playgrounds, entrances, and exits. 
  • Many schools provide photographs, videos, and other useful information on their website. These resources can be used to help the child become familiar with their new school before the transition takes place. 
  • When creating a photo book, it is important to follow safeguarding procedures. Photographs should not include identifiable images, names, or personal information relating to other children unless appropriate permissions have been obtained. 

 

Visual Strategies and Symbols

  • If the child is already using visual support strategies, such as visual timetables, now and next boards, reward systems, social stories, or timers, it is considered good practice to ensure these resources remain consistent during transition. 
  • Wherever possible, familiar visual resources should move with the child to their new classroom or setting. This helps to provide continuity, reduce anxiety, and support the child's understanding of new routines and expectations. 
  • New staff should be mad aware of the visual strategies that have been successful for the child, ensuring they are used consistently and adapted as needed to support a smooth transition. 
  • Any changes to visual systems should be introduced gradually and explained clearly to the child to help maintain confidence and engagement. 

 

Uniform

  • It can be beneficial for the child to have opportunities to wear their new school uniform before starting at their new school. This allows them to become familiar with any new clothing items and identify any sensory or comfort concerns in advance. 
  • Where possible, families should also practise using any equipment that will be required, such as school bags, ties, PE kits, lunch boxes or bus passes. These items may be different from those used previously and can take time to become familiar with. 
  • Having a trial run of getting dressed in the uniform and preparing school equipment can help build confidence, establish routines and reduce anxiety about the transition to a new school. 
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