What should the Transition Plan include?

The Transition Planning booklet within the SEN Toolkit (2001) says that the Transition Plan should address the following questions relating to the young person, their parents, school and professionals:

• What further information does the young person need to make informed choices?

• What local arrangements exist to provide advocacy and advice and does the young person want such support?

• How can the young person be encouraged to contribute to their plan and take positive decisions about the future?

• What are the young person’s hopes and aspirations and does their personal action plan cover these to their satisfaction?

• Are there special issues relating to the location of services when they leave school?

• What do parents expect as their child moves into adult life and what can they contribute?

• Will parents experience new care needs and require practical help?

• What are the young person’s curriculum needs during transition?

• How can the curriculum help their social and personal development?

• Do they need the curriculum to be adapted in Key stage 4?

• Do they need any special examination arrangements or concessions?

• How can liaison with other agencies help with transition of the young person?

• Which new professionals need to be involved in transition planning?

• Does the young person have any special health or welfare needs that require future support?

• Are clear assessment arrangements agreed between all agencies?

• How can information best be transferred to adult services?

• Is there training and other support where a young person requires a particular technological aid?

• Is education post 16 appropriate and if so will this be at school or college or is work-based training more appropriate?