Transition case studies

Examples of transitions for those with Special Educational Needs and Disabilities.

Celebrating inclusion: Chichester College

Chichester College celebrate their inclusive practice

5 mins

Supporting pupils with SEND transition to adulthood: The Lavinia Norfolk Centre at Angmering School

A joint initiative to support two SEND pupils to develop the functional speech and language skills for transition to adulthood has been implemented at the Lavinia Norfolk Centre (LNC) at The Angmering School. The initiative is a great example of joint working between health and education. The Sussex Community NHS Foundation Trust, Specialist Speech and Language Therapist who worked with the LNC team nominated the school for this celebration of inclusion.


The Angmering School is a maintained comprehensive school for students aged 11 to 19 years and has approximately 1,400 students, of which around 150 are in the 6th Form. The KS3, KS4 and KS5 curriculum provides both breadth and stretch for students as they progress towards GCSE or BTEC and then post-16 courses. The school is ambitious for every child and promotes a Growth Mindset to break down any barriers to progress. The school also provides a varied programme of extra-curricular activities. This enables students to follow their interests and develop a broad experience, which prepares them for adulthood.

The inclusive ethos of the school is epitomised by the Lavinia Norfolk Centre (LNC) where students with disabilities are supported to integrate fully into the daily life of the school. The LNC is a specialist support facility for students with physical disabilities and sensory impairments. There are currently 37 students with Education, Health and Care Plans (EHCPs) in planned places in the LNC.

All students are integrated in main school tutor groups with a learning support mentor and follow the school timetable in-line with their peers. All students have a learning support mentor and bespoke timetables which could include any of the following: Specialist small group teaching for English, maths and PE or supported study. The school also offers ASDAN (Award Scheme Development and Accreditation Network) courses. Students are supported with Learning Support Assistants in class and are given specialist IT upon transition into LNC with bespoke extras if required. For students with a physical disability the LNC has an on-site hydrotherapy pool and an adapted fitness suite with a physio tech on site 4 days a week and a physio 1 day a week. Plans are written by NHS physios and implemented by specialist staff in school. The students generally receive 1 hydro and 1 physio session weekly.

There are automatic doors and adjustable height tables around the school site for accessibility and all trips and clubs are inclusive for students to join if they wish. The LNC team liaise with many external professionals including occupational therapists, speech and language therapists, and wheelchair services to accommodate appointments at school to alleviate pressure on students’ families at home and time away from school. Students have county transport provided and often travel some distance. Students with sensory needs have specialist provisions including full time Qualified Teachers of the Deaf (QToD); Qualified Teachers of CYP with Vision Impairment (QTVI), as well as other experienced staff including audiology and braille specialists. The school has a number of Soundfield systems around the school and, despite the age of the buildings, works towards BB93 standards for room acoustics.

It was The Angmering School’s vision for preparing all pupils for adulthood which fuelled their joint work with the Speech and Language Therapy Service (SaLT). Supported by the WSCC Special Educational Needs Assessment Team (SENAT), they worked together to develop a functional language programme initially for two pupils but then rolled out for more students.

Good practice explained

Equipping SEND students with language to function outside of school into adulthood was the cornerstone of the school’s focus. For two specific students moving into the 6th form provision, this became a priority. It was understood that the students would not be able to access A Level learning and the speech and language therapy support they had received previously was not available for post 16 students.

With restricted SaLT capacity, the school approached their allocated SaLT to develop a functional language programme for the two students. The school gained the support of SENAT for their strategic planning for this creative approach.

The programme developed from a holistic review of the students’ ongoing needs including daily living skills, emotional regulation and safeguarding.

Hear the Angmering team talk about how they developed this speech and language programme with the Speech and Language Therapy Service.

Developing the speech and language programme

COVID-19 restrictions at the time of filming required the Angmering and SaLT teams to distance. Therefore, 2 members of the team sharing their experience are often out of view.

15 mins

Overview of functional language topics covered in the programme

Non-verbal communication

  • Active listening.
  • Comprehension monitoring.
  • Memory.
  • Emotional recognition.
  • Emotional regulation.
  • Self esteem.
  • coping with anxiety.

Social communication

  • Initiating interaction
    • informal on an individual basis or within groups.
    • formal interaction (with people in authority or someone unknown).
  • Maintaining and ending a conversation.
  • Fixing a breakdown in communication.
  • LEGO based therapy.
  • Open and closed questioning.

Life skills

  • Emergency services.
  • Making appointments.
  • Public transport.
  • Communication passport (to take after finishing year 12).
  • Learning styles.
  • Researching jobs.

“When we learnt about making conversation I enjoyed acting with another person in class. It was important when having a conversation to have eye contact with that person and listen to what they were saying. I also enjoyed the memory game by us all looking at a number of objects on a tray. Then I would take the tray outside and remove a few of the objects. They had to tell me what objects I had taken away. This was to test my friends' memory.”

Student A
Year 12

“In speech and language I liked learning about emotions and it helps me to understand how I feel and what to do. I enjoyed the games like the story lesson when we listened to each other to make up part of the story.”

Student B
Year 12

There are more sessions planned to include interview skills, CV writing and language needed in restaurants, cafes, shops and so on.

The team also plans to implement some more practical elements of the programme. For example planning and carrying out a journey on a bus or train, making a doctors or dentist appointment and so on.

Top tips from The Angmering School

  • Build and maintain strong working relationships with SENAT and your link SaLT. These links created a really honest and frank conversation for the LNC team to develop the vision for post 16 SEND transition support.
  • Harness student and parent voice to ensure the package is robust and holistic.
  • Ensure regular contact between the person delivering the Speech and Language Programme and the Speech and Language Therapist to review goals and progress.
  • Try to have a flexible approach to deliver in the programme in a variety of ways and in ways that are meaningful for the students.

Links to the West Sussex Inclusion Framework

The multi-agency approach to transition to adulthood at the Lavinia Norfolk Centre in the Angmering School links to a number of Aspects and Dimensions within the West Sussex Inclusion Framework.

Within Aspect 1: The Environment, Culture and Ethos

  • 1.1 Inclusive vision, aims and values
  • 1.6 Transitions

Within Aspect 2: Leadership

  • 2.4 Partnership working and collaboration

Within Aspect 4: Quality of education

  • 4.1 Curriculum design
  • 4.4 Meeting needs of individuals.

Moving on from a special school: Oak Grove College

Two former Oak Grove College pupils delivered a session to current pupils about their experiences of leaving the school. It is a nervous time for some pupils.

The recorded session covers their success in work experience, getting a job, and living independently. View the recordings below.

Moving on from a special school (part 1)

13 mins

Moving on from special school (part 2)

12 mins