ABSTRACT
This chapter focuses on strategies to support pupils at a whole-school level, in the classroom, peer and parental support, and touch upon support from outside agencies. The most effective plans identify the different aspects of transition, how improvements will be made and the respective roles and responsibilities for leadership and management of the transition process. The SENCO will be able to liaise closely with the transition coordinator to ensure that the appropriate provision is put into place to support any susceptible pupils pre- and post-transfer. Many schools or local authorities use a standard transfer form to document specific information relating to a pupil but it is often useful for the primary and secondary SENCOs or inclusion coordinators and/or pastoral staff to liaise to ensure that the needs of children who are vulnerable on transfer will be met.
