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Evidence Guide
11 min read

Transitions

Moving from one thing to the next — between activities, places, people and years. Why change can be so hard for some children, and the calm, predictable preparation that helps.

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Reading time
11 min read
Age range
All primary (EYFS–KS2)
Evidence level
Moderate
A calm, quiet reading corner in a primary classroom with cushions and soft daylight.
MoreFor SENDCOs

Planned transitions

The SEND Code of Practice expects careful planning and information-sharing at key transitions — into Reception, between key stages, and on to secondary school. For pupils with EHC plans, the phase-transfer timetable is statutory.

  • Start early for children who need more preparation — often the spring term.
  • Involve the child: what worries them, what helps, what they want the new adults to know.
  • Share a one-page profile with the receiving teacher or school.
  • Arrange extra visits, photo books and a named adult on the other side.
  • Plan a check-in in the first weeks after the move.
Related
Transitions·Daily transitions in support plansTransitions·Big and small transitionsTransitions·Why some children find change harder
MoreFor SENDCOs

Daily transitions in support plans

Where daily transitions are a significant barrier, include specific, observable adjustments in SEN support plans — now-and-next boards, advance warning of changes, adjusted lining-up or arrival — and review whether they are happening.

Adjust the environment first

NICE guidance for autistic children emphasises anticipating change and adjusting the environment. The same principle helps many other children: reduce unpredictability before expecting the child to cope with it.

Related
Transitions·Planned transitionsTransitions·Big and small transitionsTransitions·Why some children find change harder
ResearchFor SENDCOs

Evidence & sources

How confident is this evidence?

The principles here — preparation, predictability, trusted adults and information-sharing — are consistent across DfE, NICE and UK practice guidance. Evidence for any single transition programme is limited. Visual timetables and advance warning are well-established supports for some children, particularly autistic children, but they are not a guarantee for any individual child.

  1. Department for EducationStatutory guidance
    SEND Code of Practice: 0 to 25 years (2015)

    Expects schools to plan transitions carefully for pupils with SEND, including sharing information between phases and settings.

  2. Education Endowment FoundationResearch summary
    Special Educational Needs in Mainstream Schools — guidance report

    Recommends knowing pupils well and using high-quality, adaptive teaching — including explicit structure and scaffolds that make expectations predictable.

  3. National Institute for Health and Care ExcellenceProfessional guidance
    Social, emotional and mental wellbeing in primary and secondary education (NG223) (2022)

    Recommends a supportive whole-school climate, trusted relationships and targeted support at times of change.

  4. National Institute for Health and Care ExcellenceProfessional guidance
    Autism spectrum disorder in under 19s: support and management (CG170)

    Includes recommendations on anticipating and planning for change, and using visual supports and predictable routines, for autistic children — principles that help many children.

  5. Autism Education TrustProfessional guidance
    Resources for schools and families

    DfE-supported UK programme with practical transition resources used widely in English schools.

  6. Anna FreudProfessional guidance
    Resources for schools and colleges

    Free UK materials, including support for children through school transitions.

Related
Transitions·Evidence & sourcesTransitions·Evidence & sourcesTransitions·Evidence & sources
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