St Christopher’s School and Children’s Home
(Bristol)
Policy Guidelines on Transitions
Ratified by Trustees
October 2014
Review date
November 2015
Introduction
Pupils with autism spectrum disorders (ASD) regularly experience difficulties in coping
with change. This difficulty is often apparent when our pupils are confronted with
transitions. The daily routine of our pupils is punctuated with transitions from one
environment to another and from one activity to the next.
Pupils with ASD have difficulty with shifting attention from one task to another and with
changes in routine. Due to their impaired ability to process new information and
organise their perceptions, they rely on familiar routines and activities. (See policy on
Flexibility of Thought).
All staff must be aware of strategies and techniques that are implemented in order to
support our pupils and reduce any anxieties associated with transitions.
The purpose of this policy is to outline St Christopher’s approaches and practices in
supporting pupils with transitions.
Types of Transition
Our pupils are diagnosed with severe and complex or profound and multiple learning
difficulties, and many also have a diagnosis of ASD, so transitions and change can be
very difficult for them. Daily life is full of transitions, and especially in a residential school
setting, where pupils move from House to school and back a few times a day, or meet
with a variety of staff both in class and the House. The bigger transitions would begin
with moving to St Christopher’s, for many it is the first time they live away from home,
and later on possibly moving to a new house or class room. We therefore always have
to ensure that transitions are planned to meet the individual needs of the pupil/young
person to make moving to and from St Christopher’s as well as within St Christopher’s,
as manageable as possible.
OM
5. Transitions
Policy File 2
Page 1
Transition to St Christopher’s
The first most significant transition experienced by our pupils is their move to a
residential school. This is a major change, as for many it would be the first time they
leave home. This initial transition needs to be carefully prepared for in close
collaboration with the pupil’s parents, and when possible teaching or respite care staff
who have professional knowledge of the pupil.
Once a referral has been made the prospective pupil’s parents/social worker visit St
Christopher’s. Key staff from St Christopher’s usually also visit the prospective pupil at
his existing school or home, to assess whether St Christopher’s could meet their needs.
If appropriate the pupil will then visit St Christopher’s with parents/carers.
If the decision is made that St Christopher’s can meet the pupil’s needs a suitable
House and class are allocated. Decisions about suitability are made taking into account
compatibility with existing youngsters as well as environmental considerations such as
noise levels, size and groups.
A visit is made to the pupil by the House manager, support staff and teacher, a welcome
pack is sent to the pupil/parents and an ‘All About Me’ form given to parents to fill out.
The welcome pack for new pupils is designed in a bespoke way to facilitate their
understanding.
A moving date will be decided, preferably during school holiday time or the weekend, so
the pupil has time to adjust to new surroundings. Once an admission date is decided all
relevant staff are informed.
A transition meeting or discussions between House and teaching staff/parents/social
worker/key workers will agree:

How long a transition the pupil needs

How many visits to be made by St Christopher’s staff, or the pupil and their family
to St Christopher's.

Whether on the day of the move parents/key workers are to come with the pupil
to help settle them in and for how long, eg overnight.

Whether some personal belongings be moved before the transition date.
Within St Christopher’s environment
Examples include:
OM

In the House, going from bedroom to common room or dining room.

In school, from classroom to music room or Groves Hall.

Between House and school: pupils move from House to school and back twice
every day, and for some this can still be a difficult transition.
5. Transitions
Policy File 2
Page 2

Going off-site: most pupils often go off site for walks, shopping or accessing a
variety of community facilities.

Going home: most pupils go home for short visits during school holidays or on
weekends. Some have a termly placement so they spend every holiday at home.
Within Time Structures and Routines
Transitions and changes also occur in moving from one activity to another. Here the
pupil is confronted not only with a different environment but also with a different activity.
Pupils experience many changes in routines and timetables on a daily and weekly
basis. Some are familiar and form part of their daily routines, and some may be
unpredictable, due to unforeseen circumstances e.g. pool out of order. These are often
more difficult for the pupil with ASD to cope with.
Transition from St. Christopher’s
Pupils experience another major change in their lives when the time comes for them to
leave St. Christopher’s and join an adult placement. This can be a great challenge for
all pupils particularly those with ASD. This process is undertaken with great care and
enough time is allocated to allow for all involved in this transition to liaise and define an
individual programme of transition to suit the needs of the student.
Statutory Transition Plans, in line with the SEN Code of Practice (2001), and preparing
for adulthood reviews of the Education, Health and Care Plans (in line with the SEND
Code of Practice 2014) are held for all pupils from the first Annual Review after they
have turned fourteen.
Pupils are usually involved in their transition planning only at the last stage, when a
placement and funding are agreed, and the possible move has become a reality. Any
involvement prior to that is seen to be too abstract and therefore potentially unsettling
for most pupils. Some pupils do attend their Annual Review meeting, showing a power
point presentation with their teacher, sharing what they enjoy to do in school (with high
level of prompting).
Transitions to Adult or other new Placements
Once a placement has been identified and a leaving date decided the pupil will be
taken, if appropriate, for a visit with parents/key workers. A visit will also be made by the
placement’s manager/support staff to meet with St Christopher’s staff where a copy of
the pupils care plan and up to date school reports and therapy passports will be given.
A plan for the transition will be drawn up between St Christopher’s staff, parents, social
worker and the new placement.
This will state:

OM
How long a transition the pupil needs.
5. Transitions
Policy File 2
Page 3

How many visits to the new placement the pupil should make, if appropriate.

How long new placement staff should ‘shadow’ key workers.

Whether the pupil is to have any overnight stays.

Whether on the day of the move parents/key workers are to go with the pupil to
help settle them in and for how long i.e. 1 – 2 days.
All relevant staff are informed of the transition date, to allow for time to prepare any
necessary documents. St Christopher’s ensures that new placements receive as much
helpful information as possible to support a smooth transition.
Documents we send include:

A communication passport ( please see below)

The pupil’s Life Book

Up to date class and care reports

Behaviour risk assessment and management plan

Lists of motivating and preferred activities

PECS books and other Visual Supports and Communication Aids
Other preparations also take place in order to support this process.
The house manager will visit the new placement to help do risk assessments for the
environment.
Appropriate professionals are informed of leaving dates i.e. dentist, chiropodist. Any
upcoming consultant appointments are referred to the new placement.
Staff either take photos of the new placement on their own or when they go for a visit
with the pupil. Photos are often an excellent way of introducing and discussing new
placements.
Communication Passport
Personal Communication Passports are a practical and person centred way of
supporting children, young people and adults who cannot easily speak for themselves.
Passports are a way of pulling complex information together and presenting it in an
easy-to-follow format.’ (Sally Millar – Personal Communication Passports. Guidelines for
Good Practice. Call Centre 2003).
The Passport is written as if by the young person themselves, to reflect their character
and personality. It presents the person positively and as a unique individual and does
not merely describe problems. It provides information drawn from different contexts and
people who know the young person well, and sets out how the young person most
OM
5. Transitions
Policy File 2
Page 4
effectively communicates. This is to enable and facilitate those meeting the person for
the first time to communicate with them and have successful interactions.
Transition Strategies
Because transitions are inevitable, transition strategies need to be employed in order to
support pupils and create predictability and positive routines around change.
Transition strategies can be employed:

before a change takes place – in preparation for change

during transition – e.g. using a transition object

after a transition – e.g. placing a transition card at the entrance to a room.
Visual timetables help pupils make sense of time sequence and the beginning and end
of activities. Using visual timetables in the classroom and House helps pupils cope
better with transition from one activity to another as well as from one setting into the
next. ‘Change’ or ‘surprise’ cards used as part of a visual timetable can also help to
explain when a planned activity is cancelled unexpectedly (see also policy on Flexibility
of Thought).
Transition Area
A useful area to have in the classroom or House is a ‘transition area’ where the pupil’s
visual timetable is kept. Going to the transition area in between activities as well as
checking the visual time table can help with making transitions.
When a pupil has difficulty in changing from one activity to another, often from a
preferred activity, schedules can also increase the pupil’s motivation presenting a
readily available visual reminder: ‘first work, then play’.
Schedule (visual timetable) cards can also be used as ‘transition cues’, when the pupil
can take an activity card off the schedule and match it to a card outside the area where
the activity takes place e.g. Groves Hall. This practice also helps pupils become more
independent and confident with transitions.
Transition Cues
Schedule cards can also be used as ‘transition cues’, when the pupil can take an
activity card off the schedule and match it to a card outside the area where the activity
takes place e.g. Groves Hall. This practice also helps pupils become more independent
and confident with transitions.
Transition cues can be given in a variety of forms, depending on the pupil’s level of
comprehension. For some, a simple verbal reminder ‘time for music now’ is sufficient
preparation for the approaching change of activity. Others will need a symbol, picture
card, a photo of the activity leader, or object of reference depicting the next activity.
OM
5. Transitions
Policy File 2
Page 5
Some pupils benefit from a count-down to the end of the activity or use of an egg timer.
In Upper School, classrooms are used as different activity rooms on Tuesday and
Thursday afternoons. In order to help pupils anticipate the designated use of the room,
a number of methods are used: for the sensory group a smell and sound are used to
mark the activity for the drama group which also takes place in the same room, a picture
card showing the photos of all the participating pupils, is used.
References
Please refer to the following policies:
Policy on Flexibility of Thought (Policy File 2)
Policy on ASD Needs (Policy File 1)
OM
5. Transitions
Policy File 2
Page 6