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Transition from nursery to reception: what to expect? (ASD)

(37 Posts)
BialystockandBloom Sun 03-Jul-11 23:00:33

So, there are many of us whose dc (ASD) are starting reception in Sep.

Can I ask what preparation they are having to make the transition?

We finally know where ds is going to school, and I am meeting his current early years intervention officer and nursery senco to discuss transition. The EYIO is pretty ineffective (her involvement has made absolutely no difference to anything) and I suspect she will try and get away with doing as little as possible (except try and make pleasant 'matey' conversation), and try and fob me off from getting what we might be entitled to or should be getting.

So, can anyone tell me if there is a standard transition plan, or what I should be expecting from an ideal transition?


<Is there a starting school in sep thread yet btw?>

feynman Mon 04-Jul-11 00:12:04

Hi My sons starting reception this year. We have had a transition meeting at his nursery were his new schools head and senco attended as well as his ta along with head and senco from nursery, me and the salt. His ta has also visited him at nursery as is coming approx once per week for an hour or so to get to know him. We are having 3 sessions at his new school along with all the other kids as a settling in thing. (all kids do this). His ta is with him for these. They have also said we can do any others visits if we feel it necessary.
The new school are going to do him a book with pictures of his teachers ta school etc so we can keep talking to him about things over the holidays. We have also been told he can start part time rather than full time to help with transition.
Does this help?

Starchart Mon 04-Jul-11 09:36:49

Okay, this is what a CRAP authority offer (although I actually think it is quite good).

Autism Advisory Teacher goes into Nudery to observe then meet parents to discuss. 3 short visits to Reception. County training for staff at new school for a morning most of which is to talk about your child to the Senco, TA, CT (although stupid new school refusing to attend in my case).

Then kids start school just 2 hour for fist few days and increasing. Parents attend first school dinner. Biddying system after that with yr 6 children

nadia77 Mon 04-Jul-11 11:06:16

wow i've had nothing like that just one visit to view the classroom and meet the teachers! AND from september ds will be goiong from 09.30-3.30! oh we will get one home visit to discuss his targets! i think i need to get on the phone and discuss some transition issues

nadia77 Mon 04-Jul-11 11:06:59

sorry about mistype

chuckeyegg Mon 04-Jul-11 11:26:23

We have our transition meeting on Friday so I'm taking notes and will return with any good ideas. Older buddying sounds good!

Triggles Mon 04-Jul-11 12:19:57

DS2's school wasn't able to do much by way of transition for nursery to reception, as we hadn't really identified his ASD/ADHD yet, just knew there were some issues and that he was a runner.

Now, however, they are putting together a "transition book" for him for reception to year one. They are taking pictures of his TA, his teacher, the classroom TA, as well as the classroom, location of toilets (I do get the giggles over a picture of the toilet grin obviously I'm easily amused!), and some other things that are different from reception. They are going to take all the reception children in groups around the year one areas, but his 1:1 TA is going to take him separately a couple times, as they felt it would help him to see it a few times. Then the "transition book" will be gone over a few times, and he gets to bring it home with him to look through over the summer holidays.

Would this type of thing benefit your DC? If so, perhaps you could ask them to do this? Or even take the pictures yourself if they won't, and put together a little book for your child to look at over summer holidays.

Also if they need visual aids (such as now/next boards, daily schedule, communication book, anything like that), if they can start using them from day one in reception, it might be helpful as well. Obviously not all children need them, but some do.

BialystockandBloom Mon 04-Jul-11 14:55:09

Thanks everyone. You'd think there should be a national standardised plan (should be in SENCOP?) wouldn't you.

feynman that sounds great! I'm not expecting anything like that, especially as we've only just had it confirmed where ds is going, and his statement (which we will be appealing) is so bloody vague it doesn't even really specify how much 1:1 he should be getting, or who from, so don't even know who his TA will be.

triggles I will try a book, though not sure how much it will mean to ds. Might leave out pictures of a toilet though grin

star this is the school that doesn't want ds, right? angry

I'll update after my meeting tomorrow with any tips.

farming4 Mon 04-Jul-11 15:12:04

Hi ds is not asd but has verbal dyspraxia and for his transition (despite a very wooly eyio hmm) the schoola re sending 2 members of staff - teacher and sn ta on a Makaton course so they can understand ds. Usually they have buddies (Yr 6 pupils) assigned in Oct when all settled in but he has already met his and his buddy is going with him to his "big school" visits - had 2 so far and I think another 2 planned. We have also met his 1 to 1 TA and she also goes to his visits and has been to see him in pre-school. Apart from that we are also making a transition book so that he knows just what to expect in Sept.

I have to add that all of the above has been put in place by the SENCOs at school and pre-school - the LA have been spectacularly difficult where we're concerned.angry

chuckeyegg Fri 08-Jul-11 13:25:24

We have had our meeting and this is what has been agreed.

A more gradual build up to a full day.

A individual workstation that is his alone.

A cup that is his, with his name on it.

Assistance from a TA during lunch and in the playground afterwards.

A school/home book so we can speak about relevent events to him.

Visual time line for changing for PE and using the toilet. Assuming that is happening when he starts.

Hope this helps someone.


LeninGrad Fri 08-Jul-11 13:35:32

Message withdrawn at poster's request.

LeninGrad Fri 08-Jul-11 13:37:05

Message withdrawn at poster's request.

sc13 Fri 08-Jul-11 13:39:04

First of all, congrats and good luck, it's such a big step! My son is coming to the end of his reception year, and we're happy about how it went overall.
Different kids will require different things, obviously, even if they have the same diagnosis. Like many mums here, we had a number of visits to the school, in the course of which he also got to meet some of his future schoolmates, meetings with the teacher and TA, and a book with photos of everything, including hall, rubbish bin (I know) and toilets (that makes me laugh too).
I would also say: if you can locate something in the new school that he likes (in my DS's case, climbing equipment and letter game), point to it and make a photo, because it can be used as an incentive (tell the TA about it too). Conversely, locate anything that may be a problem - in my DS's case, hand-dryer in the bathroom, because the TA will also need to know.
We also bought an inordinate amount of books about first day of school; some are almost like social stories, so your son can start getting an idea of what is going to happen in the course of the day.

LeninGrad Fri 08-Jul-11 13:40:15

Message withdrawn at poster's request.

LeninGrad Fri 08-Jul-11 13:41:20

Message withdrawn at poster's request.

LeninGrad Fri 08-Jul-11 13:41:52

Message withdrawn at poster's request.

mummyplum Fri 08-Jul-11 13:58:05

Well this is our situation - DD but under assessment for ASD and has seizures, hypermobility and a list of other issues. EYFS inclusion manager has pretty much told me the school do NOT want any 1-1 support as it is too isolating and undermines independance of the child. The school have told me that even children with the highest need do not have 1-1 there so it must work well? I haven't heard any poor feedback. I agree with their reasons but it has left me wondering what will happen to DD? The school has a pretty good reputation, there are 2 TA's in class & the teacher, not sure on student numbers though.

justaboutWILLfinishherthesis Fri 08-Jul-11 14:13:51

Message withdrawn at poster's request.

utah Fri 08-Jul-11 14:18:49

mummyplum is this special school they tend not to give 1:1 because of high staff ratio but 1:1 in MS can be complusary for some children to provide independence

Bialy I would be asking the school more about the TA situation, when at the LEA we would try to couple statement so only one TA for maybe 3 children and still could claim that a child would get 20 hours 1:1 and small group work, technically this is correct.

justaboutWILLfinishherthesis Fri 08-Jul-11 14:19:49

Message withdrawn at poster's request.

mummyplum Fri 08-Jul-11 15:08:51

Justa - it isn't a special school, its mainstream - but from what utah says, this sounds like it is what they are doingwith a high staff ratio. I agree that it could be isolating (brother used to have 1-1 and he was quite isolated). We are under CAF and have had a succesful TAC meeting with everyone involved. I think at next TAC i am going to ask about statement. They avoided it at the first TAC, but i approached her at school open evening - I asked who will be looking after DD's needs and she said - NO child in EYFS requires a 1-1, we have a high ratio of staff n the classroom etc etc and even children with the highest need do not have their own 1-1.

justaboutWILLfinishherthesis Fri 08-Jul-11 15:10:36

Message withdrawn at poster's request.

BabeRuthless Fri 08-Jul-11 15:17:57

DS's school have been brilliant. The acting SENCO is not only his current nursery teacher but also has an autistic son herself. I've had an informal meeting with her & my son's TA and at that we set up a transition meeting which will involve her, the TA, his new teacher & hopefully the guy who decides if Ds needs a statement.

Found out that the school have actually funded their own statement for Ds. He's going to get full 1:1 support for the day, including supervision at lunchtimes. They told me to think of everything as flexible, so if it does look like he's struggling with full days we can cut it back a little. I've got a raft of questions & list of things which might set him off. Luckily his TA will be following him up to reception & she seems to know him really well.

At the transition meeting we're basically going to go through his day from start to finish & work out any problem areas. Everything's in place for the first term, only issue is that DS has come along so well at nursery he's hitting the borderline for whether he'll get a statement. Talk about a catch 22.

Excuse my language but I fucking love that school. They might not have the best OFSTED reports but I thank whatever gods of providence led me to wander up to the playgroup there one day.

utah Fri 08-Jul-11 15:22:24

mummyplum I get really angry when discussing my son and I am told of other childrens needs, as this is not my concern and all I want is what is best for my son as no one else is going to fight for him. My son had 1:1 at a SEN nursery funded by the LEA and it was required and if he was going to MS he would be getting full time 1:1 (probably why I had no trouble getting a special school placement). I do not know what your daughter needs but you are being told rubbish.

mummyplum Fri 08-Jul-11 15:31:28

Well, i don't know what to do now! DD certainly isn't the worst student there, there is a child with CP. I wanted DD to have support in place before Sept and i don't want to start a row with the school before DD starts there! I have been assured she will be well taken care of (of course), "please don't worry about her Miss X". I was certain she would have the right support in place, but they don't seem too fussed do they? Hmmmmmm I don't know how best to approach this now. Next TAC meeting next week, not sure what to do or say.I wonder if this is because the silly cow from Early Years Education Service told them she doesn't meet the criteria for support from them.

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