How Can Schools and Local Authorities Support Neurodivergent Children with Transitions in Education? (England, Wales, and Scotland)
Transitions in education - whether starting primary school, moving to secondary school, or transferring to a new school - can be particularly challenging for neurodiverse children. Schools and local authorities play a key role in helping children with additional needs feel safe, supported, and ready for these changes. However, the processes and support structures vary between England, Wales, and Scotland, so it is important for parents to understand the differences in each system.
This blog outlines how schools and local authorities in England, Wales, and Scotland can support neurodivergent children during educational transitions, and how parents can collaborate with them to ensure the best outcomes.
School and Local Authority Support in England and Wales
In England and Wales, Schools and local authorities must follow the SEND Code of Practice (Special Educational Needs and Disabilities) when supporting children with additional needs. The main legal framework is provided by the Children and Families Act 2014 in England and the Additional Learning Needs and Education Tribunal (Wales) Act 2018 in Wales.
How Schools Can Support Transitions in England and Wales
Creating a Transition Plan
Schools can work with parents to create a personalised transition plan for the child. This plan should outline key support strategies, such as:
Assigning a trusted adult (e.g., SENCO, teaching assistant) to provide emotional and practical support.
Gradually introducing the child to the new environment through familiarisation visits.
Providing visual schedules or social stories to explain the new routine.
Using an Education, Health and Care Plan (EHCP)
If the child has an EHCP (England) or IDP (Individual Development Plan) (Wales), schools are legally required to ensure that the specified support is in place.
The EHCP/IDP can include specific transition-related provisions, such as additional visits, specialist support, or sensory accommodations.
Providing Peer Support and Buddy Systems
Schools may set up peer support programs to help the child build friendships and feel included. A peer buddy can assist the child in navigating new social situations.
Staff Training on Neurodiversity
Schools can improve outcomes by ensuring that all staff receive training on neurodiversity. This helps teachers understand the unique needs of autistic children, those with ADHD, and other neurodiverse conditions.
How Local Authorities Can Support Transitions in England and Wales
Providing Specialist Services
Local authorities in England and Wales offer access to specialist services, including:
Educational Psychology Services
Speech and Language Therapy (SALT)
Occupational Therapy (OT)
These professionals can assess the child’s needs and recommended strategies to support the transition.
Coordinating EHCP/IDP Reviews
For children with an EHCP (England) or IDP (Wales), local authorities should coordinate a review before a major transition. This ensures that the plan reflects the child’s current needs and that necessary support is in place.
Offering Additional Resources
Local authorities may provide funding for additional support, such as one-to-one teaching assistant or specialist equipment (e.g., sensory aids).
They can also offer parent workshops and support groups to help families navigate transitions.
Appeals and Mediation
If parents feel that the local authority is not providing adequate support, they can appeal to the SEND Tribunal (England) or the Education Tribunal for Wales. Mediation services are also available to resolve disputes
School and Local Authority Support in Scotland
In Scotland, the legal framework for supporting children with additional needs is provided by the Education (Additional Support for Learning) (Scotland) Act 2004. Unlike in England and Wales, the terminology is “Additional Support Needs (ASN) rather than “SEND”.
How Schools Can Support Transitions in Scotland
Providing Universal, Targeted, and Specialist Provisions
In Scotland, schools use a staged intervention model to support children with additional needs. This involves universal, targeted, and specialist provisions:
Universal support - Differentiated teaching strategies provided by the class teacher for all pupils.
Targeted support - Additional interventions for children who need more help, such as small group support or individual strategies.
Specialist support - Intensive support provided by external specialists, such as Educational Psychologists or Speech and Language Therapists.
Many children with ASN are successfully supported through targeted and specialist provisions without needing a Co-ordinated Support Plan (CSP).
Creating a Co-ordinated Support Plan (CSP) (If Required)
For children with significant or complex needs that require multi-agency support, schools can develop a Co-ordinated Support Plan (CSP) in collaboration with parents and relevant professionals.
Unlike universal or targeted plans, a CSP is legally binding and ensures that all agencies involved in the child’s care work together to provide the specified support.
Enhanced Transition Programs
Schools can offer enhanced transition programs that include:
Multiple familiarisation visits.
Opportunities to meet key staff.
Visual guides or social stories about the new environment.
Providing Visual Supports and Sensory Strategies
Schools can use visual schedules, first-then boards, and sensory=friendly environments to support children during transitions. These tools help children understand routines and manage sensory challenges.
Key Adult Support
Assigning a key adult, such as a Pupil Support Assistant (PSA), can help children feel secure during the transition.
How Local Authorities Can Support Transitions in Scotland
Providing Specialist Services
Local authorities can provide access to specialist services, including:
Educational Psychologists
Speech and Language Therapists (SLTs)
Occupational Therapists (OTs)
Coordinating Enhanced or Level 4 Placements
For children requiring more intensive support, parents can request an enhanced placement or a Level 4 placement.
Local authorities are responsible for approving these placements and ensuring that appropriate support is provided.
Facilitating Multi-Disciplinary Meetings
Local authorities can organise multi-disciplinary meetings to create a comprehensive transition plan. These meetings bring together school staff, specialists, and parents to ensure everyone understands the child’s needs.
Appeals and Mediation
If parents feel that the local authority is not providing adequate support, they can appeal to the Additional Support Needs Tribunal for Scotland (ASNTS).
How Parents Can Work with Schools and Local Authorities
Communicate Early
Start discussions with the school and local authority as early as possible. Share any relevant information about your child’s needs and preferences.
Request a Written Plan
Whether it’s a transition plan (England/Wales) or a differentiated plan with universal/targeted support (Scotland), as for a written document that outlines the support your child will receive.
Provide Supporting Evidence
Share professional reports that highlight your child’s needs and recommend specific strategies or accommodations.
Stay Involved
Attend all transition meetings and keep in regular contact with key staff. Don’t hesitate to raise concerns if you feel your child’s needs aren’t being met.
Key Resources for Parents
Scotland
England
Wales
Final Thoughts
Transitions can be challenging, but with the right support from schools, local authorities, and parents working together, neurodiverse children can navigate them successfully. By understanding your rights, communicating effectively, and advocating for your child, you can help make their transition a positive and empowering experience.