Transition planning: P7 to S1 and S6 to post-school

Transitions are the moments where support is most likely to fall through the cracks. Scottish guidance asks schools to start planning well in advance.

P7 to S1 (primary to secondary)

• Planning should begin in P6 at the latest for learners with significant ASN.
• The primary school should pass on all relevant paperwork (Child's Plan, IEP, assessment arrangements history) to the secondary's Pupil Support / ASN team.
• Ask for a transition visit, ideally more than one, so the learner can meet key staff and see the environment.
• Ask how assistive technology used in primary will carry over: same software, same logins, same access on day one.
• Agree a check-in point in the first term of S1.

S3 onwards: SQA and Skills Development Scotland

• By the start of S3, the school should have a clear picture of which Assessment Arrangements the learner will need for National Qualifications, and should already be using them as everyday practice.
• Skills Development Scotland (SDS) career coaches work in every Scottish secondary school. They lead post-school planning conversations from S3 upwards.
• For learners with more significant ASN, post-school transition planning is a statutory duty under the 2004 Act and should begin at least 12 months before the expected leaving date.

S6 to post-school

• Disclosure to college or university: optional, but unlocks disabled students' allowance (DSA) and ongoing support.
• Assessment arrangements at college and university work differently from SQA — the institution's disability service runs them.
• Apprenticeship and employment routes: SDS can connect families to specialist advisers.

See also: your statutory rights · classroom and SQA accommodations

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