Resources

Our team of education specialists have put together a bank of information, support and resources. This provides you easy access to the most up-to-date knowledge and support which is rooted in research and evidence-informed best practice.

Please note: Our resources reflect the terminology and accepted language of the moment in time at which they were produced, and sometimes, although content remains relevant and valid, as our knowledge and understanding grows, some of the terms may not be what we would now choose to use.

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Category
Role
Phase

Latest Resources

person_climbing_steps

Information summary for transition

  • General
  • 23 Nov 2023
Free
transition
PfA

An useful tool which you could use to summarise and collate the essential information you need about children and young people with SEND at transition points.

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Two parents crawling on floor with baby

Understanding and supporting transitions

  • Webcasts
  • 16 Oct 2023
Free
Webcast
early years
PfA

In this webcast, we will look at the importance of transitions for young children with SEND.

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DFN Project SEARCH

Webinar: Securing Good Transitions

  • Webcasts
  • 04 Feb 2021
Free
WSS past event
PfA
View resource
Image shows two healthcare practitioners at work

Securing Good Transitions: A resource pack to support the next steps of Key Stage 4 pupils with SEND

  • General
  • 03 Feb 2021
Free
PfA
PfAEY
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dad playing with child

Early Years Transition Webcasts: The importance of a child-centred approach

  • Webcasts
  • 13 Jul 2020
Free
early years
transition

This webcast will focus on the importance of building trusting relationships with children in transition, settling children with SEND into the school or setting after lockdown and the need for a child-centred approach.

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An image of an early years child playing with a colourful wooden toy

Early Years Transition Webcast: Discussing individual needs with the SENCO

  • Webcasts
  • 13 Jul 2020
Free
early years
transition

This webcast will focus on a meeting with the SENCO and the difference between children’s short term needs (not necessarily SEND) and long term needs (more likely to be identified as SEND).

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