When staff or schools change
1. What you might notice
A new teacher, year group or school can mean routines and relationships change. A useful handover explains what helps the child participate, rather than simply forwarding a diagnosis.
2. What to ask
- Who will coordinate the handover and who needs the information?
- How will staff know the agreed support?
- Can the child become familiar with key people, places and routines?
3. What to record — and why
Current needs, strengths and helpful approaches: Gives receiving staff practical information.
Current plan and essential support: Keeps the handover linked to agreed provision.
Child’s questions and preferences: Identifies uncertainties adults may overlook.
Named contacts, actions and early review: Makes it possible to check whether arrangements are working.
4. An example
Fictional example, not an account of North Cestrian or a particular child.
Please could we agree who will brief the new teaching team, how the support will be in place and a check-in after the transition?
5. Your next step
Share a concise profile with the agreed contact, confirm receipt and arrange an early review. Include your child’s views.
Copy a preparation template
Complete your own copy outside this website. Use only the headings that help; the explanation above shows why each matters.
When staff or schools change — PRIVATE PREPARATION NOTE Current needs, strengths and helpful approaches: [Your note] Current plan and essential support: [Your note] Child’s questions and preferences: [Your note] Named contacts, actions and early review: [Your note] Main question or action requested: [Your note] Agreed follow-up: [Your note]
Check the guidance
Guidance checked 14 October 2026. Check current rules before formal action.