Treffer: Early years to reception year transition support models for children with special educational needs—What works?

This paper discussed findings from two different models of school transition support for children with Special Educational Needs (SEN) in a large local authority in England. The transition of 14 children with SEN, aged 4–5 years, from an Early Years setting to Reception class in a mainstream school was the focus for both support models. Each model supported seven children. The paper drew together key learnings, in terms of what works well and facilitators to success, from the perceptions of parents and school staff. The research used a mixed methods approach, with an emphasis on qualitative data from interviews and surveys with parents, mainstream and SEN teachers, as well as some quantitative data from staff surveys and progress data of the pilot children. The paper reported key learnings from the two models of support, including a nurture‐based approach, the importance of communication, parental confidence, staff experience, timely access to support, location of support, and an equitable offer. Inclusive teaching practices can support positive school transitions for children with SEN, if several factors are considered, such as long‐term planning, clear communication, relationship building, professional development, and individualised support. [ABSTRACT FROM AUTHOR]