Supporting Children's Learning - Code of Practice: statutory guidance - fourth edition

6. Transitions

What this chapter covers

1. School education involves a series of transitions that every child and young person will experience. These include:

• Starting early learning and childcare (pre-school).
• Moving into primary school.
• Progressing through different stages of primary and secondary school.
• Transitioning beyond school into adult life.

2. Children may also experience other types of transitions, such as changing school due to relocation or gaps in their education. Regardless of the type of transition, all children and young people are entitled to support that helps them make the most of their learning and achieve positive, sustained destinations beyond school.

3. This chapter outlines the responsibilities of education authorities and other agencies under the 2004 Act in supporting children and young people during transitions.

General principles

4. Education authorities must ensure arrangements are in place to support all children and young people through educational changes.

5. Transitions should be positive, well-timed experiences, where children, young people and their families feel informed, supported, and involved every step of the way.

6. Education authorities should follow key principles^[100] of good practice whenever a child or young person with additional support needs is approaching a transition in their education. These include:

• Early planning: The earlier planning begins, the smoother the transition. Early discussions should take place with the new school, college, or post-school provider to help ensure a smooth transition.
• Child-centred approach: The wishes of children and young people should be at the centre of any decisions made about their support.
• Collaboration: There are effective arrangements in place to involve children, young people, families, education staff and appropriate agencies (health, social work, Skills Development Scotland etc.) in designing transitions for those requiring additional support.
• A named person or lead professional coordinates the process. Shared approaches agreed to record keeping and passing on of information.
• Clear communication: Use language understood by all involved. Be mindful of different communication needs.
• Continuity: Sound arrangements are in place for transferring information from one named person/ lead professional to another to ensure continuity of plans (e.g., a Child’s Plan, co-ordinated support plan). If the child or young person has a co-ordinated support plan, discuss changes to the designated co-ordinator with the child or young person and their parents well in advance.
• Monitor and review regularly: Plans should be flexible and updated as needed.

7. These principles are central to the process and reflect the wider GIRFEC approach, which places the wellbeing of children and young people at the heart of decision-making.

8. Good transitions are not one-off events but carefully managed processes that respond to the individual needs of each child or young person. This includes ensuring continuity of support, sharing relevant information between professionals, and recognising the importance of relationships, especially for those with additional support needs.

9. By aligning with these principles, education authorities and partners can reduce anxiety, build trust, and help learners adapt successfully to new settings and expectations, whether moving into early learning, starting school, changing schools, or preparing for life beyond school.

Planning for transitions

10. Under the 2004 Act, education authorities have discretion over which children or young people are covered by the statutory transition duties. It would not be practical or necessary to apply these duties to every child with minor or short-term needs.

11. However, the duties must apply to children and young people with additional support needs in any of the following situations:

• They have a co-ordinated support plan (CSP).
• They are placed in a special school, unit, or enhanced provision.
• Their needs arise from a disability under the Equality Act 2010.
• They are at risk of struggling with transition (e.g., looked after children, young carers).

12. Most children will be well supported by school-based transition planning. All children and young people should experience activities in the context of the curriculum, learning and achievement which will prepare them for transitions within and beyond school education.

13. The 2004 Act sets the latest permissible dates by which key stages of planning must be completed. However, starting planning earlier is often better, especially in post-school transitions, where preparation may begin in the early years of secondary school.

14. Where a placing request is involved, planning should start early as disagreements or appeals can delay processes.

15. In all circumstances, if the education authority becomes aware of the transition later than the legal timescales, they must take action to meet the requirements as soon as possible.

16. The Additional Support for Learning (Changes in School Education) (Scotland) Regulations 2005 outline what education authorities must do at key transition points in a child’s education journey.

17. In some cases, such as the move from primary to secondary, transition planning will involve collaboration between schools and may include formal review meetings.

18. Where children have more complex additional support needs, education authorities must involve other agencies (e.g. health or social work) to ensure effective transition planning.

19. In the case of a move to a different education authority, the receiving authority is considered an appropriate agency under the legislation.

20. Children with a co-ordinated support plan (CSP) should have their plan reviewed and updated before transition.

21. To ensure smooth transitions, early and well-planned preparation is essential. Schools and education authorities must work closely together, and with children, young people and families, to promote continuity and progression.

22. The requirement to seek relevant information and advice applies to such agencies and other persons as the authority consider appropriate^[101].

23. The advice and information is relevant^[102] where it supports the education authority in:

• Identifying the additional support needs.
• Determining the necessary support.
• Evaluating the effectiveness of support already in place.

24. When seeking advice or information from appropriate agencies or individuals, the education authority must also:

• seek and take account of the views of the child (where the child has capacity to express a view), and
• seek and take account of the views of the parent before the transition.

25. Education authorities must also obtain the parent’s/ young person’s/ eligible child’s consent before sharing any information with another agency, unless sharing that information is necessary to prevent a significant risk of harm to an individual.

26. If a child and their parents disagree about whether information should be shared, the education authority must:

• Consider the child or young person’s best interests.
• Assess the child’s capacity to express a view.
• Make a decision that reflects both these factors.

27. Parents should receive copies of any shared information at the same time it is shared with the agency. Eligible children (generally aged 12 and over) and young people have the same rights as parents in relation to transition arrangements, including the right to give or withhold consent for the sharing of information.

28. Any sharing of information must comply with data protection laws, confidentiality and human rights, and follow all other relevant legal requirements.

Changes in school education

Starting nursery and pre-school to primary

29. Some children are identified as likely to require additional support before they start school. The table below outlines key stages and the actions education authorities must take:

• where a child is due to begin early learning and childcare in a school or partnership nursery (a private or third-sector nursery working with the education authority), and
• where a child is due to begin primary school.

Time Before Nursery/ Primary School Start

12 months

Action

Identify children likely to require support at transition; begin gathering information (e.g. health visitor, social work).

Time Before Nursery/ Primary School Start

9–10 months

Action

Arrange multi-agency meetings if needed. Begin early planning discussions with parents.

Time Before Nursery/ Primary School Start

6 months (latest legal date)^[103]

Action

Education authorities must seek and consider advice/ information from other agencies (e.g., NHS, social work, early learning and childcare staff). Confirm Named Person or Lead Professional.

Time Before Nursery/ Primary School Start

3 months (latest legal date)^[104]

Action

Share transition plans and support information with relevant agencies (including the start date, the additional support needs, support provided in the previous 3 months).

Time Before Nursery/ Primary School Start

Ongoing

Action

Adjust plans as needed. Offer transition visits for child and parents. Provide written summary of support to receiving school.

Primary to secondary

30. A well-planned and supported transition from primary to secondary school is a key milestone in a child’s learning journey. To ensure this experience is positive and inclusive for pupils with additional support needs, education authorities have specific duties and responsibilities at each stage of the process:

Time Before Secondary School Start

P6, Term 1 (12–15 months)

Action

Identify children with ASN needing enhanced transition planning. Assign Named Person or Lead Professional.

Time Before Secondary School Start

P6, Term 2

Action

Seek input from parents and appropriate agencies (health, social work). Start planning meetings.

Time Before Secondary School Start

P6, Term 3 (by 12 months)^[105]

Action

Education authorities must seek and consider advice/ information from other agencies (legal deadline). Begin gathering pupil voice.

Time Before Secondary School Start

P7, Term 1

Action

Develop and review transition plan. Offer transition visits, pupil passport, buddy systems.

Time Before Secondary School Start

P7, Term 2 (by 6 months)^[106]

Action

Share transition plan, and relevant information with receiving secondary school and agencies.

Time Before Secondary School Start

P7, Term 3

Action

Final planning meeting. Confirm post-transition supports.

31. The duties in regard to primary to secondary transition, also apply when a child with additional support needs is moving to another school within the same education authority, or arrangements are being made for them to move to a school in a different education authority.

Transitions within school (e.g. year to year)

32. In circumstances that are not captured by section 2 of the Additional Support for Learning (Changes in School Education) (Scotland) Regulations 2005, it is still considered good practice to:

• Ensure pupil involvement.
• Maintain consistency in the key adults working with the pupil, where possible.
• Regularly review the progress and any plans (e.g., IEP, CSP) as appropriate.
• Share key information with staff supporting the pupil before the start of a new year.

Planning for adulthood^[107]

33. All young people are entitled to a senior phase of education that offers opportunities to:

• Achieve qualifications.
• Broaden their learning and personal achievements.
• Develop essential skills for life and work.

34. Transition planning for adulthood should focus on:

• Each young person’s strengths, abilities, interests, and support needs.
• Clear and timely communication among the young person, their parents or carers, and all involved services.
• Sharing of relevant information with consent. Consent should always be sought from the young person, unless they are assessed as lacking capacity to give or withhold it.

35. The table below outlines key stages and actions education authorities must take:

Time Before Leaving School

S3/S4 (early years of secondary)

Action

Begin career conversations, identify potential leavers. Assign Named Person or Lead Professional.

Time Before Leaving School

S4/S5

Action

Hold multi-agency meetings. Explore options (college, training, work). Start application process.

Time Before Leaving School

S5/S6 (by 12 months)^[108]

Action

Education authorities must seek and consider advice/information from appropriate agencies (Skills Development Scotland, further education colleges, higher education institutions, NHS boards, other local authorities).

Time Before Leaving School

S6 (by 6 months)^[109]

Action

Share key information with agencies. Confirm destination plan.

Time Before Leaving School

Final term

Action

Confirm ongoing supports post-school. Ensure joined-up handover and smooth transition to adult services.

Involving young people in transition planning

36. Young people with additional support needs should be actively involved in preparing for life after school. This may include:

• Building independence skills, such as:
• Managing money.
• Using public transport.
• Reading timetables and asking for help.
• Managing life changes, including:
• New school, college, or workplace routines.
• Coordinating support services (e.g. self-directed support, work schedules).
• Accessing community-based services:
• For those with complex needs^[110], this may include services from social work, health, or voluntary agencies.
• Opportunities to experience these services before leaving school can support a smoother transition.
• Whatever the young person needs to learn or practise to prepare for their next steps should be planned in advance and with care.

37. Effective transitions involve a range of strategies such as:

• Providing information to help young people make informed choices about: college and university courses, training or employment, community or voluntary services.
• Starting planning early in secondary school, ideally before the end of Broad General Education, and before undertaking National Qualifications.
• Offering opportunities to try out future options through visits to colleges or training centres or work placements based on interests and aspirations.
• Considering a phased transition, such as attending college or training for 1-2 days per week while remaining at school for the rest of the week. This gradual approach can ease the young person into new settings.

Post schools transitions for young people at risk

38. Many of those at risk of leaving school early, underachieving or disengaging from learning are likely to have additional support needs and benefit from enhanced transition planning as required under the 2004 Act.

39. The Developing the Young Workforce (DYW)^[111], Scotland’s Career Strategy: moving forward^[112] and No One Left Behind: Employability Strategic Plan^[113] remain a cornerstone of Scotland's commitment to ensuring that every young person aged 16 to 19 has access to education, training, or employment opportunities. It aims to ensure that every young person has:

• The right learning provision by having a flexible range of options including school, college, university, national training programmes, or personal development through community learning.
• The right financial support, allowing decisions to be based on what’s best for learning, not financial necessity.
• The right information, advice, and guidance provided early enough to help young people understand their options, make informed decisions, and plan a positive and sustainable future.

Looked after young people and leaving care support

40. Under the 2004 Act all looked after children and young people are presumed to have additional support needs, unless assessed otherwise.

41. The 2015 amendment to the Support and Assistance of Young People Leaving Care (Scotland) Regulations 2003^[114]:

• Extended the age range for throughcare and aftercare support up to age 26 for some care leavers.
• Emphasised continued corporate parenting responsibilities.
• Strengthened the duty on local authorities to assess and meet the needs of eligible young people leaving care, including in areas like education, employment, and wellbeing.

42. In addition, under section 67 of the Children and Young People (Scotland) Act 2014, young people who leave care on or after their 16th birthday can request Continuing Care. This allows them to remain in a care setting with continued support, even though they are no longer officially “looked after”. Although the young person is no longer legally looked after, the local authority must continue to provide the same level of support they received while they were looked after.

43. The Children and Young People (Scotland) Act 2014 established statutory duties for all corporate parents. These include local authorities, health boards, colleges, and other public bodies. A corporate parent must:

• Be alert to factors that may affect the wellbeing of looked after children and care leavers.
• Assess their needs for support and services.
• Promote their interests.
• Provide opportunities for them to take part in activities that improve wellbeing and access services and support.
• Take action to improve how they deliver support to these young people.

44. It is important that education and social work staff work together to help young people reach their full potential while in school and when planning for life after school.

Developing the Young Workforce

45. Developing the Young Workforce (DYW) is a national programme designed to better prepare young people aged 15–24 for the world of work. It builds on Curriculum for Excellence by encouraging partnership working between schools, colleges, and employers. Through this collaboration, young people gain valuable skills for employment, with employers contributing their knowledge and experience directly to learning.

46. Building on the principles of inclusion, ambition and equality of opportunity, it provides targeted opportunities, support and pathways for young people with additional support needs. There is a wide range of support, including:

• Flexible skills development pathways: through partnerships with training providers, colleges and Skills Development Scotland (SDS) it supports flexible learning pathways, such as vocational qualifications, foundation and modern apprenticeships, supported employment routes and transitions into work.
• Inclusive work-based learning opportunities: it encourages schools and employers to offers tailored work placements and internships that accommodate the additional support needs and interests of young people.
• Stronger school-employer partnerships: regional employer schools work directly with school to support employers better understand the additional support needs of the young people and ensure engagement activities and workshops are accessible.
• Staff training and resources aiming to improve inclusive practice and reduce stigma.

47. The DYW/ SDS Partnership Agreement and Work Planning Model^[115] outlines the joint approach to delivering career education aligned with the Careers Education Standard. This model includes tools such as the DYW/ SDS Operational Planner and the Target Operating Model, which guide the planning and delivery of career services in schools.

48. These partnerships ensure that pupils receive tailored career guidance, access to work-based learning opportunities, and support in developing skills relevant to the evolving job market. By working closely with schools, SDS aims to equip young people, including those with additional support needs, with the necessary tools and knowledge to make informed decisions about their future education and career paths.

49. The Scottish Government's commitment to youth employment and skills development is further underscored in the National Improvement Framework 2025^[116], published in December 2024. This framework outlines the vision and key priorities for achieving excellence and equity in education, emphasizing the importance of initiatives like DYW in enhancing educational outcomes and supporting transitions into the workforce.

The Role of Further and Higher Education Institutions

50. Further education colleges, higher education institutions, and Skills Development Scotland also play a key role in supporting transitions.

51. Further education colleges may offer link courses to help prepare students for post-school education. These include:

• Skills for Work courses.
• Transition courses for students with additional support needs.
• Assessments to identify future support needs.

52. Colleges and universities may provide:

• Visits to their campus before enrolment.
• Meetings with learning support advisors or disability advisors.
• Opportunities to attend link or transition courses.
• Peer discussions with other students, with or without additional support needs.

53. These services can reassure students and families that appropriate support is available and that their concerns are being addressed.

54. Further guidance is available in Partnership Matters, which outlines the roles and responsibilities of colleges and universities in supporting students with additional needs.

The Role of Skills Development Scotland

55. Skills Development Scotland (SDS) helps young people with:

• Career planning and decision-making.
• Understanding job and training opportunities.
• Preparing for further education, training, or employment.

56. SDS also takes equality and inclusion into account, focusing on improving participation for:

• Disabled students.
• Black and minority ethnic (BME) students.
• Care leavers.
• Reducing gender imbalances in certain career fields.

Monitoring and review

57. Education authorities must ensure that the arrangements for a young person’s transition to post-school life are clearly communicated. Everyone involved, including the young person, should know:

• What is happening.
• When it will happen.
• Who is responsible.

58. Where there’s a Child Plan in place, the transition process is helped by the involvement of a lead professional. This might be a teacher, social worker, careers adviser, a community education worker or a professional from another agency.

59. The lead professional should oversee the process, monitor the progress of the transition plan, the effectiveness of outlined actions and review the arrangements if there is a change in circumstances, or the eligible child or young person requests a review.

60. If the pupil leaving school has a co-ordinated support plan (CSP), the education authority must review the CSP at least once every 12 months.

61. This review should inform the transition planning process and ensure that all relevant information from the CSP is fully integrated into post-school planning. The co-ordinator should ensure all relevant agencies collaborate as necessary and plan for the transfer of responsibility to a new lead person who will take forward and support the transition.