National Inclusion Week 2024 - helping children and young people at times of transition - feeling included from the start
Inclusion in schools is essential for ensuring that every student has the opportunity to succeed, especially during time s of change, like moving to a new school, or moving on from education. This National Inclusion Week, we wanted to share with you a few examples of excellent transition support happening in Hertfordshire.
Transition Support from Year 6 to Year 7 in Stevenage
Transitioning from primary to secondary school can be a challenging time for many students. DSPL area 2 (Stevenage) has a dedicated transition team that supports students moving from Year 6 to Year 7. This summer, they successfully supported 124 young people with a broad range of needs. The most common needs of children requiring support last year were social, emotional mental health, anxiety and autism.
Collaborative Efforts
The transition team works in partnership with a wide range of professionals to provide comprehensive support. These partners include:
- The Mental Health Support Team
- Greenside Outreach
- The Education Support Centre
- Speech, Language, and Communication Needs Team
- Larwood Outreach
- DSPL 2 Team
- The Willow Centre - a short term behaviour service for primary aged children at risk of exclusion
- NESSie - support for young people's mental health
Additional family support
Transitions can also be challenging for families. DSPL 2 provides additional support for families through partnerships with MIND Hertfordshire. This includes:
- Herts Haven Café Drop-In Sessions: Offering a safe space for families to seek support and advice.
- Young Carers: Providing targeted support for young people who have caregiving responsibilities.
Supporting young people into further education in Hoddesdon, Broxbourne and Cheshunt
DSPL area 4 (Hoddesdon, Broxbourne and Cheshunt) employs a post-16 Transition Coordinator who collaborates with local secondary schools to identify students at risk of becoming NEET - 'not in education, employment or training'. This worker has close relationships with the local college and extensive knowledge of the courses available, the content and the teaching styles used. They work with the schools, young people and family to identify courses which may suit the young person and meet their needs.
In the summer term, they support the young person's transition into the college. Their support continues in the autumn term to ensure that all is going well. Last year, all 30 supported learners remained in education or training.
They received some lovely feedback from some of those learners and their parents:
“If it weren’t for you, I don’t know what I would have done’
‘You have helped me so much Sandra, thank you, you are wonderful’!
‘You’ve been just a great help; I can’t thank you enough’
‘Your kindness and support has meant that she is still on the course, she would have been gone by now’
‘Why are you even trying to help me? But I'm glad you are!’