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Transition from Croft Community School

Transition from Croft Community School


Transition planning at Croft Community school:

  • Is person centred
  • Empowers young people to make positive choices
  • Is about working with families and agencies
  • Builds the context for good decisions
  • Builds on strengths and interests  


We start early by:

  • Talking to young people and families about possible future choices during Year 9.
  • Where needs are more complex encouraging families to consider options from year 8 on.
  • Supporting families with information and where necessary visits to and from  a range of providers.   


We work with young people to prepare them for transition through;

  • Work related learning curriculum which starts with careers lessons in key stage 3, looking at questions like ‘What is college?’ ‘What is work?’ ‘How do people get money?’ ‘Who will help?’
  • College links programme in key stage 4 –
  • Work experience programme in Years 10 and 11 – range of placements


We share information and identify issues through dialogue with families and partners by:

  • working in partnership through the annual review system to support parents and pupils in thinking ahead and considering all the options.
  • Holding an information evening in Autumn term for all pupils and families from Y9 on with colleges attending to provide information and advice.
  • Providing a checklist to help families and young people keep on track.
  • Providing additional support to ensure young people attend college visits, summer schools etc where this is difficult for families to manage.  Our Year 11 reviews start as early as possible in the autumn term.  This means there is time to work on any issues and ensure pupils are confidence and secure about their choices.
  • Our educational psychologist sees pupils at  their year 9 review and will update educational psychology information during Y9 and Y10 as needed.  This information is crucial in preparing young people and informing colleges.
  • For our exam route this also gives us time to apply for any special arrangements that will be required in Y11.
  • SALT (speech and language) assessments are requested where needed during year 10 to inform transition planning.
  • Other therapy information (eg physio, OT) is updated early in year 11.

We work with the Improving Progressions Team. An advisor will attend Y9 reviews, building a relationship with pupils and an understanding of their strengths and needs.

  • The advisor works with the SENCO and the Transition coordinator to follow the sometimes changing views and the choices young people make during year 10 and 11.
  • Transition plans are begun following the Y9 review and held as a working document, updated when needed. These plans are finalised early in the Spring term of Year 11. They are shared with pupils, staff, parents and professionals and used to inform writing the LDA (Learning difficulties assessment) which will infrom post-16 providers about support needs as well as giving a really full pictures of each individual including strengths as well as needs. (NB this system will soon be replaced by Education Health and Care Plans which will accompany young people through transition) 


We work with post-16 providers

  • We have really good links with colleges and other providers, and representatives are invited to Y11 reviews as well as to our transition evening.
  • We negotiate the best ‘tasters' and opportunities for pupils to gain experience and make informed choices.


Preparing for life

Preparation for life after school is a key element of the school curriculum Different pathways through KS4 (Y9 on) provide an appropriate focus for all of our young people:

  • Life skills route – for pupils who need more access to pastoral time, life and independence skills programmes with an emphasis on communication and functional skills
  • Entry level route – pupil follow a more conventional KS4 curriculum with access to Entry level qualifications in core subjects, plus GCSE art if appropriate
  • GCSE route – offering access to GCSE in maths, English and science , plus art, and entry qualifications in other subjects.
  • Individualised routes – where needed, for example to access a qualification in areas of strength such as music, or where maintaining  engagement is a key issue.



Pupils individual needs for transition are met through a variety of additional opportunities such as;

  • Travel training programme in partnership with LA Road Safety Officers
  • Additional travel support for pupils with mobility issues or VI in partnership with Sensory support service mobility officer
  • Communication skills groups run within school looking at functional skills such as making friends, holding a conversation etc – mostly planned using ‘Talkabout’ materials
  • Sex and relationships Pupils take part in our SRE programme throughout their school life. For some pupils this is whole class or group work, for others small groups and a differentiated approach is more appropriate. In Y11 a carousel morning planned around the ‘Love Is’ video (made by Trinity school students in association with Cap a Pie theatre) in partnership with school nurses ensures all pupils have refresher information and chance to discuss any issues that concern them.
  • For pupils with an ASD diagnosis relationships are also a focus of social communication groups which tend to be planned to respond to individual or group needs at a given time.
  • A residential opportunity in the summer of year 11 consolidates relationships and builds some happy memories!



Our leavers’ assembly is a real high point of the year where all gather to celebrate their achievements and wish them well for the future. We feel privileged that some of our students have been with us as long as 12 years!


Successful Transitions

We are proud to have 100% staying on rate in further education.