Transition plan template: Year 6 to Year 7

A preventive hand-over for the children most at risk at a move — Year 6 to Year 7, or any mid-year school change — started before the change, not after it goes wrong.

Child: ……………… Moving from: ……………… Moving to: ……………… Move date: ………

• Feeder/sending school has flagged any early separation difficulty or earlier EBSA — even if mild
• Extra visits to the new setting arranged (quiet times, see the room, meet the key adult)
• Photo booklet of the new place: gate, classroom, toilets, dining hall, who to find
• Named key adult at the new school, introduced before day one: ………………
• Safe base and exit arrangement agreed before the start: ………………
• Pupil Passport (K4) travels ahead of the child to all new staff
• A familiar face / friend in the new class where possible: ………………
• First-week soft start and a check-in date booked: ………………

What worries the child most about the move: ……………… What's gone well at this school that the new one should keep: ………………

For the two pinch points that make secondary EBSA worse — the move up into Year 7 and the run-up to exams — started before the pressure lands, not after it goes wrong.

Student: ……………… Year: ……

Part A — Transition (Year 6→7 or a school move):

• Feeder school has flagged any early separation difficulty or earlier EBSA — even if mild
• Extra visits to the new setting at quiet times; see the rooms, the canteen, the toilets, the route between lessons
• Photo / map booklet of the building, with who to find and where
• Named key adult introduced before day one: ………………
• Safe base and exit arrangement agreed before the start
• Pupil Passport (K4) travels ahead to all subject staff

Part B — Exam season:

• Flagged to SENCo early — access arrangements must reflect the student's normal way of working, built on a documented 'picture of need' across Years 7–9, not switched on in the spring
• Walk the exam hall when empty: their desk, where the invigilator stands, the toilet, how they signal a rest break
• If granted, extra time / supervised rest breaks are known in advance (rest breaks are not 'thinking time')
• Arrive early, settle in a familiar quiet space, walk in with the key adult — not swept in with the crowd
• Remember: attendance and staying connected beat a perfect set of results a student made themselves ill for

What worries the student most: ………………