1. Czone
  2. Health and wellbeing
  3. Mental health and emotional wellbeing (MHEW)
  4. Emotionally based school avoidance (EBSA) toolkit
  5. Further information around EBSA

Further information around EBSA

6. EBSA and Transitions

Most children and young people can transition to a new setting successfully by adapting to their new environment. However, some may find this more difficult, particularly those at risk of EBSA. Risk of EBSA tends to peak at periods of transition e.g. from primary to secondary and secondary to Further Education.

For some children starting in Reception, this may be the first time that they have been away from their parents for extended periods of time, and they may struggle to follow the routine of the school day. These children may find the transition into school difficult, and you may see behaviours related to separation anxiety.

With secondary school and transition into Post 16 settings the following changes can have an impact:

  • Increase in the size of the setting, number of classrooms/buildings and layout.
  • Increase in the number of students/classes size.
  • Increase in workload and academic expectations e.g. GCSE’s, A Levels
  • Changes in timetabling (including having lessons with different peers each time)
  • Having to adapt to different teaching styles and the ways subjects are taught.
  • Increased expectations in independence
  • Transitioning from being the oldest in the educational setting to the youngest
  • Changes in pastoral support arrangements
  • Changes in attendance management (particularly in Post 16 education)

Primary schools are particularly good at sending information about specific children with a cause for concern to the relevant secondary schools. To support this further, a list of children identified as being at risk of EBSA could be sent alongside information about the risk factors and plans in place.

Sharing information to the relevant education setting that the young person is transitioning into is imperative to support the successful transition for them. It can help the Further Education setting plan and prepare the right support to safeguard the young person and support their needs effectively.

Schools and Further Education providers should follow the information sharing for vulnerable learners’ guidance. Transition for pupils with SEN | Czone (eastsussex.gov.uk)

The Vulnerable Learners Protocol is a document that was developed in partnership with schools, FE providers and the Youth Employability Service (YES) to ensure that secondary schools and further education providers are working together to identify vulnerabilities and ensure that additional planning for young people is in place from year 9 onwards. The protocol outlines the roles, responsibilities and activities needed in supporting a successful transition for young people.

 (further information can be found in the Post 16 Appendix)

Robust transition plans are needed for all children and young people, with additional support put in place for vulnerable children and young people. Staff will need to ensure that they monitor students for attendance issues and anxiety.

As part of the school or colleges Whole School/College Approach (WSCA) to Mental Health and Emotional Wellbeing and Attendance (MHEW), all school and college staff should be made aware of the risk of EBSA and signs and indicators, particularly important around transition points to ensure that this is identified and addressed early, to prevent it becoming a longer-term problem (see Post 16 Appendix)

The following ideas may also support in addition to normal transition :

Primary school recommendations:

  • Devote time in the summer term to talking about secondary school in positive terms, debunking myths and solving problems with humour.
  • Work through a transition preparation programme in collaboration with the secondary school.
  • Help children with organisation skills, including explicit skills to:
  • Find their way around a map and floor plan.
  • Follow different styles of timetables.
  • The organisation of bag packing, equipment and so on
  • Study skills.
  • Organise their time management for independent study (including homework)
  • Provide extra visits to the secondary school.
  • Provide information on wellbeing/pastoral leads in the school, with contact details.
  • Provide the parents with an information pack on expectations for the first term and who to contact with any worries or concerns
  • Facilitate visits by year 7, 8 and 9 students to primary feeder educational setting s to have informal discussions with Y6 pupils.

 

Secondary school and Post 16 Education recommendations

  • Nominate staff members to welcome new students; meet and greet, hold check-ins etc.
  • Facilitate visits for children and young people on reduced and flexible timetables or who are home educated and experiencing EBSA.
  • Hold an open evening allowing students to walk around the setting and meet key staff at quieter times.
  • Consider how you share information re: open days/tasters, particularly for young people who are persistently absent and for their parents and carers.
  • Take photos of areas of the setting, visual map, and key staff for familiarisation over the summer holiday
  • Provide a dyslexia friendly colour coded timetable to students
  • Provide a map and an exemplar timetable for familiarisation over the summer holiday.
  • Highlight the positive aspects of the secondary school or the Post 16 setting.
  • Identify the young person’s interests and aspirations (e.g. vocational profile), supporting them to identify pathways that are the right fit for them
  • Explore Buddy/Mentor Systems
  • Provide personalised transition (or soft starts) and taster visits during the summer if .
  • Prioritise wellbeing at the start of the term, creating a sense of safety and security for the young person.
  • For Year 10 & 11 transition activities into Post 16 education should be started early collaborating with the parent/carer and young person to organise personalised tours and transitions with the Post 16 setting.
  • Ensure the Vulnerable Learners Protocol (VLP) is embedded into policies and procedures and that all staff are aware of their responsibilities in relation to this. 
  • Share the parent/carer transition into college & adult life for young people with SEND guide Post16 Parent Carer Booklet - 1 (pagetiger.com)

Parent carer recommendations

  • Talk in positive terms about the transition to secondary school/Post 16 education.
  • Discuss it in terms of a ‘fresh start’ for young people that have not experienced a positive time in educational setting.
  • Help your child/young person develop independence skills by encouraging them to organise themselves with small aspects of their day during the summer break.
  • Look at and talk about the floor plans / timetables / key staff/ quiet spaces.
  • Walk past or drive to the new educational setting to familiarise your child/young person with the building and entrance and local area.
  • Practise catching the bus/train if this is what your child will be expected to do.
  • Help your child budget for lunch and drinks if they have any shopping or visits with friends during the summer.
  • Check your child has emergency contact details available if needed.
  • Ensure that your child has the correct uniform and the various equipment stated on any paperwork sent by educational settings.
  • Ask for key information on the school or colleges pastoral lead/wellbeing team.
  • Ask about personalised tours, tasters, and transition activities.
  • Familiarise yourself with the settings policies and procedures, particularly in Post 16 settings which may differ to schools
  • Familiarise yourself with the parent/carer transition into college & adult life for young people with SEND guide Post16 Parent Carer Booklet - 1 (pagetiger.com)

Further information and resources for supporting children and young people can be viewed here:


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