Transition

The transition from pre-school to primary can be an exciting but daunting experience for both the parent or carer and the child. During the transition the pupil needs to be helped to retain the self-confidence and self-respect that he / she has already gained at home or in previous settings. Getting to know a pupil and planning for admission to the primary setting requires parents and teachers to engage in an equal partnership in which both learn from each other. It is important to be aware that the pupil may have co-occurring difficulties such as, Attention Deficit Hyperactivity Disorder (ADHD), Autism, Developmental Language Disorder (DLD), Dyspraxia or early stages of Dyslexia. Some of these may or may not be already identified but need to be considered, and adaptions put in place in the environment to ensure inclusion of all pupils. Relevant staff from a primary school could observe a prospective pupil in his / her pre-school setting to ensure any reasonable adjustments are in place (and replicated) prior to the pupil’s start date.

Opportunities:

• To meet new friends and learn new games 
• To learn and develop new skills in reading, writing, spelling and develop a greater awareness of the structure of language
• To develop oral language and new vocabulary

Challenges:

• Coping with changes to the structure of new school day and experiencing longer hours in the one environment
• Interacting with new peers and a new teacher
• Knowing how to ask for help if unsure of a new activity or unsure of a change of activity: Printable-Traffic lights (say how you feel about the work)
• Organisational skills
• Learning about new dangers in the environment (establishing the safe boundaries)
• Managing greater independence in eating and toileting

• Effective communication with the pupil and his / her parent(s)/carer(s) is essential to ensure that any concerns the parent(s) / careers(s) have can be addressed. Two-way communication between home and school can help to alleviate anxieties and ensure that all stakeholders feel well prepared for the transition to the primary phase
• It is helpful when feeder nursery schools are proactive in sharing information (where permitted) with primary schools. This could include details about the nature of a pupil’s difficulties and strategies / interventions that the nursery school has implemented
• It is important that any health issues or medication requirements are shared with the primary school (permission should always be obtained from the parent(s) / carer(s)
• If possible, relevant staff such as the Learning Support Coordinator (LSC) from a primary school could observe a prospective pupil in their nursery setting to develop a greater understanding of the difficulties the pupil experiences and what works well for them
• The pupil and their parent(s) / carer(s) should be made aware of the nature of the support that the pupil can expect to receive in the primary setting

• Many primary schools offer transition materials / booklets and provide pupils with the opportunity to visit the school prior to starting in Primary 1, so that they can meet their teacher and the classroom assistant and become familiar with the site layout. Many schools run ‘open days’ and some will provide virtual tours online or organise summer schemes
• The transition programme should introduce pupils to new information such as activities they will do and familiarise them with outdoor and indoor play areas
• Transition programmes may help pupils to build new friendships with other pupils in their class or year group
• Many schools run a ‘buddy programme’ which pairs Primary One pupils with older pupils who can support and mentor them during their first weeks as primary pupils
• The EA Autism and Advisory Service has a range of resources for supporting pupils with SEN with moving to new settings AAIS- early years transition to school

• It may be helpful for parents/carers to assist their children in creating a checklist of everything they need to pack in their school bag each evening as they are only 4/5-year-olds. It is important to model this so that children can begin to take responsibility for ensuring they go to school suitably equipped.

Transitioning from a primary school to a post primary school is an important milestone in the life of a child / young person. It can bring with it many exciting new opportunities, but the changes involved can also be a source of stress or anxiety for some children who experience literacy difficulties.

Opportunities:

• The opportunity to join new clubs, make new friends and be part of a larger school community
• The chance to study new and interesting subjects, and then to focus on their favourite subjects, as they progress through the school

Challenges:

• Pupils need to get used to a new school environment with new rules, routines, subjects, peers and staff
• A greater level of independent organisation is expected when a pupil enters the post primary phase, which can pose a challenge for some pupils who experience literacy difficulties
• Pupils will need to be able navigate their way around their new school site and follow a timetable in order to be in the right place at the right time:

Editable coloured timetable

• Pupils will receive homework from different teachers covering a variety of subjects and with varying deadlines 

Considering the various challenges that exist, there are multiple strategies that could be implemented to support pupils in their transition from primary to post primary - these are detailed below.

• Effective communication with the pupil and their parent(s)/carer(s) is essential to ensure that any concerns they have can be addressed. Two-way communication between home and school can help to alleviate anxieties and ensure that all stakeholders feel well prepared for the transition to the post primary phase
• It is helpful when feeder primary schools are proactive in sharing information (where permitted) with post primary schools. This could include details about the nature of a pupil’s difficulties and strategies / interventions that the feeder school has provided
• If possible, relevant staff (such as the LSC) from a post primary school could observe a Primary 7 pupil in their primary setting to develop a greater understanding of the difficulties the pupil experiences and what works well for them
• The pupil and their parent(s) / carer(s) should be made aware of the nature of the support that the pupil can expect to receive in the post primary setting

• Many post primary schools offer transition programmes which provide pupils with the opportunity to visit the school prior to starting in Year 8, so that they can meet staff and become familiar with the site layout. Many schools run ‘open days’ and some will provide virtual tours online or organise summer schemes
• The transition programme should introduce pupils to new information such as timetables and school layout:

 Editable coloured timetable

• Transition programmes may help pupils to build new friendships with other pupils in their class or year group
• Many schools run a ‘buddy programme’ which pairs Year 8s with older pupils who can support and mentor them during their first weeks as post primary pupils
• The EA Autism and Advisory Service has a range of resources for supporting pupils with SEN with moving to new settings: AAIS - moving-on up transfer support pack

• Encourage pupils to make copies of their timetable that they can display in various places – for example on their bedroom wall and in the kitchen, as well as a copy for their homework diary and one in their school bag: Editable coloured timetable 
• Colour coding the timetable (according to the subjects) and the corresponding books/files can make it easier for the pupil to remember what needs to be brought into school on different days
• It may be helpful for parents/carers to assist their children in creating a checklist of everything they need to pack in their school bag each evening so that they can take responsibility for ensuring they go to school suitably equipped

The following professional learning modules may be helpful for additional information regarding the strategies recommended in this chapter. They are provided by the Literacy Service and are available through the Children and Young People's Services Professional Learning Programme, which is hosted on the EA website. The access code to the courses is updated each year and shared with your Principal in September:

• Transition from Primary 7 to Year 8- Primary & Post-Primary

EANI (2023) Transition. Belfast: EANI. Available from: www.eani.org.uk/services/pupil-support-services/transition [Accessed 10 April 2023]

Educational transition is the process or period of changing from one educational phase or setting to another. For Year 12 school leavers in Northern Ireland, there is a wide range of post-16 education and training options available:

• Sixth forms
• Further Education colleges
• The College of Agriculture, Food and Rural Enterprise (CAFRE)
• Other education and training providers

Year 12 school leavers are encouraged to consult a careers adviser from the Careers Service to help them determine their next steps. Moving to post-16 education or training can be an anxious time for any young person and many will benefit from specific guidance and support to ensure that the transition is successful. For a young person experiencing literacy difficulties, the transition needs to be managed effectively so that the appropriate support and accommodations are put into place for the start of their post-16 education or training experience. For a pupil experiencing literacy difficulties who is in receipt of a Statement of Special Educational Needs, the transition planning process begins in Year 10. In Year 12 they can meet with a careers adviser and then also a member of the EA Statutory Assessment Service. For a pupil experiencing literacy difficulties who does not have a Statement of Special Educational Needs, it is still important to consider sharing relevant information (where permission is given) with the pupil’s intended post-16 education or training destination so that appropriate arrangements can be made. For Year 12 pupils in receipt of a Statement of Special Educational Needs, the EA Statutory Assessment Service can assist in this liaison.

Some Year 12 school leavers decide to move on to sixth form, whether at their current school or elsewhere; not all post primary schools have sixth forms attached. Many sixth forms in Northern Ireland offer a range of academic and vocational Level 3 subjects such as GCEs (A Levels) or BTECs. Some sixth forms will also provide their sixth formers with the chance to re-sit or study Level 2 qualifications such as GCSEs. Where a Year 12 pupil experiencing literacy difficulties moves to a sixth form attached to their existing school, the transition tends to be straightforward, as the sixth form teachers may have taught the pupil lower down the school. However, for a pupil moving to a new school’s sixth form, they are encouraged (with the aid of a parent / carer where appropriate) to inform the LSC of their literacy difficulties so that reasonable adjustments can be made where necessary. As aforementioned, for Year 12 pupils in receipt of a Statement of Special Educational Needs, the EA Statutory Assessment Service can assist in this liaison prior to the pupil starting sixth form.

There are six regional colleges of Further Education (FE) in Northern Ireland which offer a diverse range of post-16 options for students - academic, vocational, technical, training, and leisure related courses. Whether transitioning to a college of Further Education after Year 12 or in later years, prospective students are encouraged to disclose any additional needs to the FE college upon application so that reasonable adjustments can be put in place for them in a timely, effective manner. Support could include, where appropriate, access arrangements, assistive technology, advice and guidance, non-medical helpers (for example a Study Skills Coach) and recommendations for lecturers, trainer assessors or work placement providers. Each college has a dedicated student support department with an online presence offering relevant information and signposting:

Belfast Met Inclusive Learning Development

Northern Regional College Education Support

North West Regional College Learning Support

South Eastern Regional College Learning Support

Southern Regional College Learning Resource Centre

South West College Learning Support

(CAFRE) is part of the Department of Agriculture, Environment and Rural Affairs (DAERA) and offers a range of courses to educate new entrants and support staff working within the agri-food and rural sectors. Prospective students are encouraged to disclose any additional needs upon application to CAFRE to ensure that appropriate support is put in place in a timely manner. CAFRE’s Student Support Officer leads on the provision of support which could include, where appropriate, access arrangements, assistive technology, advice and guidance, human support and recommendations for teaching staff, instructors or work placement providers.

There are various education and training providers across Northern Ireland offering a diverse range of programmes. Whether transitioning at the end of Year 12 or in later years, prospective students / trainees are encouraged to disclose any additional needs upon application to ensure that appropriate support is put in place in a timely and effective manner which could include, where appropriate, access arrangements, assistive technology, advice and guidance, human support and recommendations for teaching staff, instructors or work placement providers.

CAFRE - Student Support. 

EANI Transitions Service 14+. 

Equality Commission for Northern Ireland -A short guide to the Special Educational Needs and Disability Order (NI) 2005. 

NI Direct - Careers. 

NI Direct - Disability Support at College.

Higher education students transition from a wide range of settings, some embark upon higher education quite early in their lives (for example, after sixth form) whilst others may leave it until later years. Higher education qualifications are courses of levels 4 to 8 on the Framework for Higher Education Qualifications, for example, bachelor’s degrees, HNCs, HNDs, foundation degrees, and postgraduate qualifications, including doctorates. Higher education courses in Northern Ireland are delivered via three universities and two university colleges although some higher education courses are also delivered by the six regional FE colleges and Northern Ireland’s College of Agriculture, Food and Rural Enterprise (CAFRE). Distance learning through various online higher education providers such as The Open University is also a popular option for some. The support mechanisms for students experiencing literacy difficulties tend to be slightly different in higher education than they are in other phases of education. Any prospective higher education student experiencing literacy difficulties can indicate their difficulties when applying to their higher education course should they wish to do so. Once a provider of higher education in Northern Ireland has been informed of a student’s difficulties it is then incumbent upon the provider, in line with relevant legislation, to determine if any reasonable adjustments need to be made for the student. It may be useful to visit a HE College in advance of beginning to discuss reasonable adjustments. Reasonable adjustments can include recommendations for the student’s lecturers, access arrangements, assistive technology and human support. In addition to the reasonable adjustments provided by the provider of higher education, the student may be eligible for additional support from the Disabled Students’ Allowance (DSA).

The Disabled Students’ Allowance provides additional funding to help a higher education student with extra costs relating to a disability. To qualify for the Disabled Students’, Allowance a student must have a disability that impacts upon their ability to study and meets the legal definition of disability. This may include a long-term health condition, physical disability, mental health condition or specific learning difficulty such as dyslexia (SFNI, 2023). Formal documentation to evidence the disability is required, for example a diagnostic assessment report for a student with a formal diagnosis of dyslexia. The Disabled Students’ Allowance is not means-tested but there are residency and other requirements – for example, a student cannot receive the Disabled Students’ Allowance if they are eligible for a Department of Health, NHS or other healthcare bursary. The full regulations governing the Disabled Students’ Allowance can be found on the Student Finance NI website. The Disabled Students’ Allowance can help eligible students with the costs of:

• Specialist equipment, for example a laptop with specialist software installed
• Non-medical helpers, for example a Study Skills Coach
• Extra travel because of a disability
• Other disability-related costs of studying

To find out more information about the Disabled Students’ Allowance and to download an application pack, visit the Student Finance Disabled Students’ Allowance webpage.

NI Direct (2023) Disability support in higher education.

NI Direct (2023) Routes into higher education.

Student Finance NI (2023) The Disabled Students’ Allowance. 

Starting off in the workplace can be an anxious time for any person but for those experiencing literacy difficulties, it can be a time beset by additional pressures and concerns. The transition needs to be managed effectively so that appropriate support and accommodations are put into place from the start of a person’s employment. The Disability Discrimination Act 1995 provides legislation to prohibit discrimination against people with disabilities; Part 2 of the Act specifically prohibits disability discrimination by employers against workers with disabilities. Under the Disability Discrimination Act (1995), a person is deemed to be disabled if they have a physical or mental impairment which has a substantial and long-term adverse effect on their ability to carry out normal day-to-day activities. A person experiencing literacy difficulties could be considered disabled if they satisfy the conditions laid down in the Act’s definition of a disability. It is incumbent upon employers to determine what reasonable adjustments need to be made for employees with disabilities, considering the Disability Discrimination Act (1995). Prospective employees experiencing literacy difficulties are encouraged to disclose their additional needs to an employer upon application so that reasonable adjustments can be put in place for them for any interviews, pre-employment checks or assessments. For example, a person experiencing literacy difficulties applying for a clerical job might be afforded the use of computer reader software as an access arrangement in a pre-employment test and then upon appointment, their employer might decide to install Read and Write software (or other supportive by-pass software) on the employee’s computer. 

Access to Work (NI) is a scheme that primarily helps both people with disabilities who wish to join the workplace and people in work who are experiencing disability-related difficulties. Access to Work (NI) can also help employers to recruit and/or retain people with disabilities as employees.

Workable (NI) is a scheme that offers tailored support to help people with disabilities find and keep work. Support could include one to one help from a job coach to help the employee and their colleagues adapt to the needs of the job, extra training for the employer and disability awareness training for the employer/employee’s colleagues.

There are various accommodations available in the driving theory test for people with reading difficulties, disabilities or health conditions. These include extra time, the use of text-to-speech technology, the presence of an oral language modifier and the presence of a reader (NI Direct, 2023). . For further information see the Government website content on Theory Test. 

Pearson VUE is a computer-based testing company – there are over one hundred Pearson VUE testing centres across the UK, providing a secure environment for people to sit a wide range of online tests, including work-related certification and licensure exams for various industries (Pearson, 2023). Depending on the online test in question and the needs of the test taker, there are various accommodations that can be provided, such as extra time, separate invigilation and rest breaks.  For further information visit the Pearson VUE website. 

NI Direct - Access to Work – Practical Help at Work. 

NI Direct - Taking a theory test if you have special requirements. 

NI Direct - Workable NI. 

Pearson VUE – Test accommodations. 

UK Government (1995) The Disability Discrimination Act. 

UK Government - Theory Test: Cars.

UK Government - Theory test: motorcycles and mopeds.