Early years support, school applications, and school transitions
Advice for starting school
Children whose early life experiences have been unsettled or traumatic are likely to respond to starting school differently. They could be: currently in care, living with foster carers or a Special Guardian, recently adopted or in the process of being adopted, recently in care and moved back in with their birth family.
These children may have previously experienced high levels of stress which can affect their development and emotional wellbeing.
This can appear in their emotional responses which may be more typical of a younger child - for example: crying, wetting themselves and pushing others away.
It is essential to consider how the school environment is perceived by a child whose early life experiences have been unsettled and traumatic.
For example they may:
- have been hurt by adults and/or children
- have been ignored by adults
- have witnessed violence
- not have had their basic needs consistently attended
- have spent time with several different adults in many different places
- have learnt to fend for themselves
- have learnt to be wary of others and to watch out for what is happening around them
- try to leave a situation they do not understand nor like
- lash out in response to situations they find difficult
- not know the words for their emotions
- not be used to talking about their emotions
- not be used to seeking comfort nor help from an adult
- struggle to regulate their own emotions and behaviour
- experience such a high levels of stress they struggle to listen and process what is being said to them
It is essential to consider how a child with these experiences may respond in a school setting. They require the right support within the school setting.
We advise:
- allowing the transition to take as long as necessary ensuring the child does not attend distressed
- ensuring a careful transition is conducted with information being sharing with all who need to know
- developing and maintaining effective home-school relationships
- focusing on ways to help the child feel safe and secure
- allocating a keyworker, and they should be someone who can provide emotional co-regulation
- remembering their behaviour maybe more typical of a younger child
- using approaches that match their level of emotional and social development
- consistent school routines
Transitioning to primary school
Transition can evoke strong emotions in children with attachment difficulties therefore it must be prepared for. Good preparation means a child can receive important messages that will lower their anxiety levels and help them to negotiate the developmental stages of permanency and constancy.
When preparing a child for school, it is important that the preparation is not about assessing their academic skills. It is about helping them develop positive self esteem and confidence and establishing a positive disposition to promote their readiness for school.
An essential aspect of creating a successful transition is establishing positive relationships between the relevant individuals.
We advise:
- proactive planning which includes: sharing information, mutual visits between carers, professionals and parents
- recognising the important role of carers and parents
- child minders, schools, and education settings work together to understand each others aims, purposes, and philosophy
- offering a range of opportunities for parents and carers to access information about transitions
When a child is ready for school here are some suggestions to ease their transition.
- frequently travel past the school letting the child know it will be their school
- discussing with the child all the activities they can do at school
- having the child visiting the school when its busy and when its quiet
- having the child familiarise themselves with the indoor and outdoor school spaces
- arranging a meeting with the child, teacher, and key adult
- taking pictures of the teacher and the key areas to prepare the child at home
Applying to school for social workers
For children in care choosing the right school is essential to promoting their academic progress and social, emotional well-being.
Identifying potential schools
Discus the potential options at the autumn term PEP. If this does not happen the child's social worker, carers and parents (if appropriate) must discuss the choices. The best school is not necessarily their local school.
Consider the following:
- does the school have an 'outstanding,' or 'good' Ofsted rating.
- in the Ofsted report look at the comments about early year's provision, vulnerable learners, and 'personal development and behaviour and attitudes'
- how the child will travel to and from school
Visiting potential schools
If possible, the child, social worker, carers and, if appropriate, parents should visit the options to get a feel form them.
To find out what a school will be offering, in terms of tours and visits, you will need to look at the school's website or call them directly. If the child has specific learning difficulties or you have concerns about the transition ask to speak to the Designated Teacher for Looked After Children.
Contact the Virtual School for support
In line with statutory guidance, consult with the Virtual School to avoid choosing a school unlikely to meet the child's needs.
Contact us at: [email protected]
Making an application
Applications must be submitted to the local authority where the child is ordinarily a resident.
This means:
- if the child is ordinarily a resident in North Northamptonshire (either lives in North Northamptonshire, or is ICO to them) apply to North Northamptonshire
- if the child is ordinarily a resident in West Northamptonshire (either lives in West Northamptonshire, or is ICO to them) apply to West Northamptonshire
- if the child is a resident in a different count, you will need to contact the School Admissions of that local authority for application details
Please note that the application needs to be made by the individual who has parental responsibility for the child. A carer can do this but only if the responsibility has been delegated to them by the child's social worker.
For those children with an Education Health and Care Plan, the SEND team in the local authority they reside will contact the person with parental responsibility directly.
Identifying potential schools
If a meeting to discus the potential options has not already taken place a meeting with the child's social worker, carers and parents (if appropriate) should be held.
This could coincide with the autumn term PEP. The best school is not necessarily their local school.
You should consider:
- the child's voice: their opinion, what they would like from secondary school, and their reasoning
- the school's Ofsted rating it should be 'outstanding,' or 'good.' Be aware that ratings did not change during Covid so also look at monitoring visit reports as they highlight any safeguarding issues.
- Specifically look at the comments about vulnerable learners within the Ofsted report
- the Virtual School's experiences when working with the school
Visiting potential schools
If possible, the child, social worker, carers and, if appropriate, parents should visit the options to get a feel form them. It is important to speak to as many staff as possible, not just those with an inclusion role, they can indicate to you the school culture your child will experience.
Topics you could ask about include:
- pastoral support
- extra-curricular activities
- interventions to promote academic progress
Contact the Virtual School for support
In line with statutory guidance, consult with the Virtual School to avoid choosing a school unlikely to meet the child's needs.
Contact us at: [email protected]
Making an application
Applications must be submitted to the local authority where the child is ordinarily a resident.
This means:
- if the child is ordinarily a resident in North Northamptonshire (either lives in North Northamptonshire, or is ICO to them) apply to North Northamptonshire
- if the child is ordinarily a resident in West Northamptonshire (either lives in West Northamptonshire, or is ICO to them) apply to West Northamptonshire
- if the child is a resident in a different county, you will need to contact the School Admissions of that local authority for application details
Please note that the application needs to be made by the individual who has parental responsibility for the child. A carer can do this but only if the responsibility has been delegated to them by the child's social worker.
If your child has an Education Health and Care Plan applying for a secondary school is a separate process. The local authority that maintains the plan will contact you in October asking the parents' for a school preference.
Your response must be prompt particularly if the child requires a special school where places are limited. If the authority indicates they will not grant to preference please contact us for advice.
Last updated 02 April 2024