Transition Program
Artefact 1
Annotation
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The artefact is a copy of the transition timetable for 2016. Why: Each year for various reasons we have a number of students and parents from pre-kindergarten through to year six who will encounter difficulties moving from their current setting to a new school setting. What: Depending on need, transition can take a variety of forms from simply sharing information face to face between various parties or on SENTRAL, through brief visits to a structured program of visits and lessons. Whole class, year two visits to our Bush Campus assists in making Stage 1 to 2 transition to a new location smoother. Support in the new year follows a structured program of Kindergarten orientation visits from the year before as is typical of most primary schools. How: Prospective recipients of transitional support are flagged by parents, outside agencies, teacher referral, or, as is often the case, are already known to the Learning and Support Team. Programs are tailored to suit individual need with some students necessarily receiving far more or different support than their peers. Support staff also assist transition at the beginning of a new school year when students, most commonly at Kindergarten level, experience difficulties settling in.
The Significant Impact
Our transition program supports differentiation and caters for individual needs of targeted students. The evidence is supported by calmer and more confident students at the beginning of the new school year and by fewer referrals for assistance. Demands on School Executive are lessoned by fewer call outs to deal with behavioural issues.
Analysis
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In our self-assessment process the leadership team analysed a range of evidence to support our judgement
SEF Connections
Learning Element
Wellbeing - Sustaining and Growing
Change and periods of transition are difficult for many people for various reasons. By better managing transitions we develop a student’s coping strategies and support their wellbeing to in turn enable greater student learning. Peer buddies contribute to the wellbeing of others. Our whole school approach is consistent with a positive teaching/learning environment.
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Curriculum and Learning - Sustaining and Growing
Transitional support addresses student wellbeing needs. By addressing student wellbeing we better enable access to the curriculum and to learning for both the targeted student and his/her peers. All students benefit from settled peers.
Student Performance Measures - Sustaining and Growing
As well as from formal assessment measures the success of our transition program is evident via observation and staff/parent consultation, by our settled classrooms and our happy, engaged learners.
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Teaching Element
Effective Classroom Practice - Sustaining and Growing
This is supported by transition programs which support students to engage productively with their learning with minimal disruptions. Student performance data and other feedback determines the extent and type of ongoing transitional support. A main concern for many teachers has been a lack of information sharing. SENTRAL provides a means by which to share best practice and collaborate with colleagues for the benefit of students.
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Collaborative Practice - Sustaining and Growing
All staff and parents are able to suggest recipients of transitional support, the degree to which support is needed and what support should look like. SENTRAL allows all staff a means by which to disseminate information to colleagues. With each year we do this better as we become more familiar with what SENTRAL has to offer and with the increasing volume of documentation available. Ongoing whole staff updates and feedback enable future growth.
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Please check the link below re: School Excellence Framework