Teach Primary - Issue 19.4

Staff were conscious of possible cognitive overload for children at transition events, so they enlisted the support of the Cornwall Council ASD Advisor. The advisor attended events with families and worked with parents at a separate session to share strategies to support their children through the transition. After meetings between primary and secondary staff, children who would benefit from enhanced transition support were identified and given a golden ticket. The children and their parents were invited to smaller sessions with a maximum of eight other families to enjoy practical sessions such as pizza-making, with a higher ratio of staff in attendance. We prioritised peer and staff relationship building activities during the summer term, too. Targeted children were allocated a mentor, who checked in regularly. There were also opportunities for the primary staff to join transition events and a check-in with children and staff during the first half of the autumn term. Looking up For example, a new Year 7 SEND student with prior school anxiety attended weekly transition events, which reduced their concerns significantly. This was complemented by regular check-ins at the Inclusion Hub, leading to an attendance rate of 97%. The family reported the transition as “seamless” due to tailored support. Impact highlights included improved attendance, where Year 7 SEND attendance matched overall rates at 97%, demonstrating effective anxiety-reduction strategies, and enhanced parent and student voice. Parents also praised proactive communication, including individual meetings, cafés, and tailored support plans, and families reported feeling connected and well-supported through regular updates and accessible SEND teams. As far as pupil feedback goes, our learners said they valued opportunities to familiarise themselves with staff, peers, and the school environment through enhanced transition days, safe spaces, and targeted visits. The SEN Year 6–7 Transition Project demonstrated measurable success in improving attendance and fostering a supportive environment for families. Ongoing refinements, such as earlier planning and more inclusive activities, will strengthen future transitions. However, the most valuable takeaway is the true power of really listening to our families. Claire Bunting has been a primary headteacher for over 10 years. Since September, she has been leading the Trust’s Cradle to Career project working with Reach Foundation, Feltham. @celtacademies.bsky.social celtrust.org Parents and carers worry about their children – of course they do. They really care and want the best for their child. They are bombarded with information from so many sources and it’s often the frightening stuff that sticks. Parents and carers want to keep their children safe and they can’t always be sure of the best way to do that. As teachers, we can help and reassure parents by providing themwith information they can trust. In so many cases, a parent or carer with concerns about LGBTQ+ education in school has beenmisinformed somewhere down the line.Maybe they’re concerned that their children will be turned gay or trans by hearing a story, maybe they’re concerned that children will be labelled by adults and forced to adopt a different gender, or maybe they’re concerned that their reception-age children are going to hear age-inappropriate things that, in actual fact, aren’t taught until teen years.Many young parents lived through the Section 28 era themselves and never experienced quality LGBTQ+ education in school at all, so it’s understandable that sometimes they are afraid, misinformed or confused. Here are my top three ways to have effective conversations with concerned parents about LGBT+ education: 1. Inform– Invite parents in to see resources used for teaching across all protected characteristics, including in RE and PSHE, plus work you do around encouraging children to be kind and thoughtful and celebrate difference as a good thing. 2. Listen – Listen to the concerns of parents on an individual basis – what exactly is it they are concerned about? 3. Educate –Help parents to understand the value of inclusive work for all children.When children see that everyone is welcomed at their school, regardless of their differences, everyone benefits. Download a free ‘Discussions with parents’ pack for SLT, including all the latest legal info and stats, at tinyurl.com/tp-LGBTQchat Mel Lane (she/her) is a former primary school teacher and teacher trainer, and is now head of education at education resource provider Pop’n’Olly. popnolly.com Tricky topics L E ADERSH I P www.teachwire.net | 39