What is a Transition Plan?

A Transition Plan is a document that outlines what the young person wants to achieve in the medium term and what support they will need. It covers education, employment, housing, health, transport and leisure activities.

Information will be drawn together from a range of individuals from in and outside school, in order to build up a coherent plan for the young person’s transition to adult life.

Who is responsible for ensuring a Transition Plan is written?

The SEN Code of Practice says that where a young person is on a maintained school roll, the head teacher is responsible for ensuring that the Transition Plan is written.

When is the Transition Plan drawn up?

For students with a Statement of Special Educational Needs (SEN), the Transition Plan is drawn up at the year 9 annual review (about 14 years of age) and then reviewed in the following years.

What is the process for students without a statement of special educational needs?

For students without a statement of SEN, a similar process should begin to develop a Transition Plan in year 9, with support from the Connexions service.

Alternatively they may have a Health Action Plan that can include social skills and strategies to enable independent living. In particular, this can help them access support in further or higher education. For more information see Fulfilling and Rewarding Lives: The strategy for adults with autism in England (2010).

The SEN Code of Practice (2001) section 9:65 states: "In some instances, a student approaching the age of 16 may have special educational needs which do not call for a statement, but which are likely to require some support if they go on to further education or training. To ensure that these students are able to make decisions, and to facilitate their successful transition, it is important that they have appropriate help and guidance. This might include the provision of school/college link courses or work placements and should involve the different local agencies concerned.”

Do all young people with autism have a Transition Plan?

A survey carried out by the National Autistic Society in 2006 (Make School Make Sense), highlighted that many young people with autism don’t receive appropriate support with transition.  However this can make a major difference to their life chances.

The survey revealed that only 53% of young people were issued with transition plans during the course of their education.  In mainstream schools this was just 34%.  Input from adult social services is crucial to developing a viable Transition Plan, but they were only involved in 17% of the cases in the survey.

Can parents ask for a transition planning meeting?

The SEN Code of Practice states that all young people with a statement of SEN should have a Transition Plan drawn up at the year 9 review. If this doesn’t happen, parents should write to their head teacher to request one.

If the young person doesn’t have a statement of SEN, parents can still request a meeting to discuss transition. You should contact the head teacher and the Connexions service to discuss this.

How can the young person’s views be included in the process?

The SEN Code of Practice (2001) says: "the views of young people themselves should be sought and recorded wherever possible in any assessment, reassessment or review from year 9 onwards.  PAs, student counsellors, advocates or advisers, teachers and other school staff, social workers or peer support may be needed to support the young person in the transition process.”

Appropriate methods should be used to meaningfully involve the young person and understand their individual needs.  This will take some time, planning and skills on behalf of the staff involved.

The Autism Education Trust discusses these issues on its website: “Obviously children on the autism spectrum must be consulted appropriately about their preferences when it comes to transition, however, they can find it hard to make choices.  Communication difficulties can also make it harder for such children to put their views across.”

The difficulties people with autism may have with social imagination means they sometimes need specific support for thinking about the future and making plans. Many parents stress that their children would need help being realistic in their aspirations and understanding what impact their needs may have on their future.

Work experience and visits to possible future work settings should help to lay the groundwork.