Transitions and changes are part of everyone's life. The vast majority of children and young people look forward to moving on. However transitions can be challenging and support from parents and carers and staff can help transitions go more smoothly.

There are various types of transition:

• Throughout the school day
• Year to year, within a familiar establishment
• Between establishments, e.g. ELC to Primary, or Primary to Secondary
• Life stage transitions, e.g. puberty, bereavement, moving house
• Between local authorities in Scotland
• Within the United Kingdom and abroad
• Leaving school and moving into adulthood

Whatever the form of change and transition, all children and young people are entitled to support to enable them to gain as much as possible from the opportunities which Curriculum for Excellence can provide and also support in moving into positive and sustained destinations beyond school. In line with legislation, transitions should be planned well in advance.

Learn more about Supporting all types of transition from Education Scotland’s Inclusion, Wellbeing and Equalities Professional Learning Framework:

Family Engagement

Transitions can be exciting and can provide positive opportunities when appropriate understanding, planning and supports are in place. However, coping with transition needs to be recognised by practitioners as a potential for increase in stress for learners and their families.

Effective and supportive family engagement is an important and valuable part of transition planning. It is important to establish effective methods of communication between home and school. The agreed methods of communication will require regular review to ensure they are still appropriate and effective.

Families often know their children best and are key partners in the team around their child.

Family engagement should include:

• Welcoming in their child’s learning community
• Support to participate in and contribute to their child’s learning journey
• Respecting and including their views
• Opportunities and support to be involved in the decision-making process of the school, for example, parent participation groups, parent councils, consultation on school/local authority policies and guidelines.

In planning for support, parents and carers and the young people themselves, have a right to be listened to and included in the process. They also have a right to independent advocacy support and access to reliable information about the support they are entitled to.

Enquire, the national source of information and guidance around Additional Support for Learning in Scottish education settings, provides information and guidance for practitioners around involving learners and their families in decisions:

Involving learners and their families in decisions - Enquire

Information for Parents and Carers

Education Scotland’s Parentzone site includes information relevant to parents and carers who wish to find out more about supporting transitions.

Supporting the transitions for Children and Young People from Armed Forces Families

Forces children are in schools in every local authority across Scotland. The ADES Forces Children Education website includes clear and accurate information, including transitions, for education professionals and Armed Forces families in Scotland. This website was created by the Association of Directors of Education (ADES), in conjunction with the Scottish Government, Local Authorities across Scotland and the Ministry of Defence.

Planning to Support Transitions

Effective planning is at the heart of successful transitions. For learners with additional support needs, it is expected that planning should begin no later than 12 months of the young person’s expected date of leaving. Please refer to your local authority’s local transitions guidance.

Education Scotland’s Inclusion, Wellbeing and Equalities Professional Learning Framework provides information and guidance in this Introduction to planning for learners with ASN (PPT).

Further information about expected approaches and timescales for transition planning can be found in the Scottish Government’s Statutory guidance to the Education (Additional Support for Learning) (Scotland) Act 2000, as amended:

Chapter 6: Transitions - Additional support for learning: statutory guidance 2017

Transition to Adulthood

'Transition is the period when young people develop from children to young adults. This is not a single event, such as leaving school, but a growing-up process that unfolds over several years and involves significant emotional, physical, intellectual and physiological changes. During this period young people progressively assume greater autonomy in many different areas of their lives and are required to adjust to different experiences, expectations, processes, places and routines. Transitions also impact on the family or on those who care for the child or young person.'

Arc Scotland, Principles of Good Transitions 3 (2019)

Most young people with additional support needs and their families will benefit from planning when transitioning to adult life, whether this is supported from school to college or employment or from child to adult support services.

The level and type of planning required will vary from one individual to the next, but may involve assistance to:

• Explore experiential learning to inform planning and skills development
• Find and secure employment, educational placements or training
• Navigate welfare and housing systems
• Manage personal healthcare needs

Whilst there are key general principles which should underpin effective planning for transitions, planning for support should be tailored to the individual’s and family’s unique preferences and circumstances. Many young people may benefit from advocacy support when navigating these systems.

The Scottish Transitions Forum’s 'Principles of Good Transitions 3 (2019)' provides a guidance framework for services working collaboratively to plan for young people with a disability aged 14-25 who are moving into adult life.

Seven Principles of Good Transitions are identified:

1. Planning and decision making should be carried out in a person-centred way
2. Support should be coordinated cross all services
3. Planning should start early and continue up to age 25
4. All young people should get the support they need
5. Young people, parents and carers must have access to the information they need
6. Families and carers need support
7. A continued focus on transitions throughout Scotland

Principles of Good Transitions 3 emphasises that collaboration across services is vital for effective planning and may include:

• Education staff
• Paediatric and adult health services
• Third Sector
• Public sector services
• Social work and social care
• Employment and training services

In 2021, Arc Scotland’s Neurodivergent Influencers carried out a survey of young people with additional support needs leaving school, to find out what actions and supports were most helpful when planning for transition.

Further detail on the Principles of Good Transitions and advice from the Scottish Transitions Forum can be found on the Scottish Transition Forum website.

Planning for big changes in life: Compass App

The Compass app supports young people aged 14-25 to prepare for big changes in life such as leaving school, getting a job or changing health or care services. It is freely available and includes a version of Compass for parents and carers.

ILF Transition Fund

ILF Scotland Transition Fund The supports young people aged 16-25 with disabilities to try new activities and experiences which will help them:

• Become more engaged in their communities
• Enhance independence and confidence
• Spend more time with other people

Improvement questions

• What plans are in place to support transition planning in your setting?
• How can these plans be improved?
• What plans are in place to ensure that all relevant parties are meaningfully involved in the process?