Growing up and moving to the next stage

A new room, class or teacher

Small changes can bring new communication demands. Share the child’s communication passport and agree who will provide support from the first day.

• Visit at a calm time and explain the new routine in an accessible way.
• Identify who checks hearing equipment, where used, and who provides language support.
• Share what helps with fatigue, friendships and missed instructions.
• Agree a named adult the child can approach and practise how to ask.
• Review the first weeks with the child and family.

Moving to secondary school

Different teachers, larger groups, busy corridors and more subject vocabulary can change access. Ask about each subject and the spaces between lessons.

• Check support for group work, practical lessons, assemblies and clubs.
• Plan how microphones and communication information move between staff.
• Ask how homework, timetable changes and emergency instructions are shared.
• Include friendships, confidence and breaks in the transition plan.
• Check access arrangements for assessments with the school, rather than assuming they are automatic.

Building independence without removing support

Teach and practise skills in steps: asking for repetition, explaining a communication preference, looking after equipment where appropriate, arranging support and knowing who to contact.

Independence means having the skills and support to make choices. It should not mean being left to cope with avoidable barriers.

Preparing for adulthood

Discuss education, training, employment, relationships, health and living arrangements with the young person. Ask about communication support at college or work and changes between child and adult health services.

Check current benefit transition guidance before age 16. For EHC plans, support can continue in qualifying education or training up to 25, but a plan does not continue automatically because someone is under 25.

Use the Stockport Local Offer and SENDIASS to understand the options and individual entitlements. Confirm current schemes and eligibility before relying on funding.

A useful transition record

• What the young person wants and what matters to them.
• The language and support needed in each setting.
• Named contacts, responsibilities and review dates.
• Equipment, repair and access arrangements.
• How information will move between services with appropriate consent.
• How the young person will check that the plan is working.

Download a transition checklist and communication passport.