Growing in confidence · Preparing for change
Moving On & Transition
The next step in your child’s journey
Moving to a new class or school is an important moment. Children may feel excited, curious, uncertain or a mixture of all three.
At Sacred Heart, our commitment to knowing, valuing and loving every child shapes how we approach change. Good transition involves more than a new classroom: it means understanding a child’s learning, relationships, routines and individual needs.
Parents and carers are essential partners. Please tell us what your child is looking forward to, what is worrying them and what has helped with change in the past.
Start the conversation early. If your child finds change difficult, speak to their class teacher before worries grow. We can consider together what information, preparation or support would be helpful.
Starting school at Sacred Heart
The move from home, nursery, preschool or a childminder into Reception begins a new partnership between your family and school.
Our Starting School page brings together practical information and ideas for developing confidence and independence through everyday play.
Please share relevant information from your child’s early years setting and tell us about any existing professional support, medical needs or transition plans.
Moving to a new class
Continuity in learning and care
A successful handover helps the next teacher understand the child behind the information: their strengths, progress, friendships, interests and the approaches that help them learn.
For children with SEND, the class teacher and SENCO are central to the handover. Support should be understood by the adults responsible for teaching and planning, including where an SNA provides additional support.
Knowing what to expect
Use the current information shared by school to talk about the next class, classroom routines and any arrangements for meeting new staff.
If your child has a particular worry, tell their current teacher. A clear answer to a small question can make a significant difference.
From Reception into Year 1
The move into Year 1 is a particular milestone. Children continue to need secure relationships, practical experiences and teaching that builds carefully on what they already know and can do.
Helpful conversations may include how your child manages routines, communicates needs, approaches learning and responds to new situations. Share any concerns with the Reception team so these can inform the handover.
Moving to primary specialist provision
For some children, a move to a primary special school or specialist resourced provision may be considered during their time at Sacred Heart. Families may explore provision in Bolton or, where appropriate, further afield.
A decision begins with a careful understanding of the child: their strengths, aspirations, learning, wellbeing and the support they need. Parents and carers are essential partners in this discussion, and the child’s views should be heard in a way that is appropriate for them.
Discussing the right provision
If you feel that a different type of provision may be appropriate, speak to your child’s class teacher or a SENCO. We can discuss your concerns, the support currently in place and the information needed to consider next steps.
For a child who has an Education, Health and Care Plan (EHCP), a possible change of placement can be discussed through the review process with the family and the home local authority.
Bolton’s Local Offer states that children enrolled in its special schools and resourced provision require an EHCP. If your child does not yet have a plan, speak to a SENCO about their needs, the support available and whether an EHC needs assessment should be considered.
The local authority is involved in considering and consulting settings. Visiting or expressing a preference for a school does not by itself guarantee a place.
Primary special schools in Bolton
Bolton’s SEND Local Offer identifies the following schools. Their provision differs, so please explore each setting and discuss your child’s individual needs with the SENCO and your local authority.
Green Fold School
A primary special school for children with severe learning difficulties and profound and multiple learning difficulties.
Find Green Fold through Bolton’s Local OfferLadywood School
A primary special school for children with complex needs and moderate learning difficulties.
Visit Ladywood SchoolThomasson Memorial School
An all-through special school for children and young people with a hearing impairment, including children in the primary phase.
Find Thomasson Memorial through Bolton’s Local OfferResourced provision in mainstream schools
Some mainstream primary schools have specialist resourced provision for children with particular needs. This is a different type of provision from a special school.
Bolton’s Local Offer lists its current primary resourced provisions and the needs they are designed to support. Discuss suitability and the placement process with your SENCO and home local authority.
Preparing for a move
Once a placement is agreed, Sacred Heart will work with parents and carers, the receiving setting and relevant professionals to support a sensitive handover.
Depending on the child’s needs, transition planning may include sharing information about successful teaching approaches, communication, relationships, medical needs, routines and emotional wellbeing. Visits, photographs or other preparation may be agreed with the receiving setting.
Our aim is that your child feels understood and supported as they move to the next setting.
From Year 6 to secondary school
Our partner secondary school
Our partner secondary school is St Joseph’s RC High School, Horwich. Most Sacred Heart pupils transfer to St Joseph’s at the end of Year 6.
We work with St Joseph’s to support children as they prepare for the next stage of their education. Families may also choose to apply to other secondary schools.
Moving to secondary school brings new opportunities, subjects, friendships and responsibilities. It can also raise practical questions about a larger site, different teachers, timetables and travelling to school.
Choosing and applying
Explore the schools you are considering, attend their published open events and read their admissions information.
Use your home local authority’s current application guidance and deadlines. Check whether a school requires supplementary information as part of its admissions arrangements.
Bolton families can begin with the council’s school admissions information.
Bolton school admissionsPreparing for the receiving school
Once a place is confirmed, read communications from the secondary school carefully. Check its transition activities, forms, uniform information and arrangements for the first days.
Tell Sacred Heart and the receiving school about any concerns that need attention before September, particularly medical, safeguarding, SEND or pastoral needs.
Growing independence
Practise useful skills gradually, such as:
- Organising a bag and looking after belongings.
- Reading a timetable and using a simple checklist.
- Following the planned journey to school safely.
- Knowing who to ask when something is unclear.
- Managing agreed digital and phone routines safely.
Making room for feelings
Children may feel proud of growing up while also feeling sad about leaving familiar people and places. Both feelings deserve to be heard.
Encourage questions and help your child identify trusted adults in their new school. Let us know if worry is affecting their sleep, attendance, confidence or everyday life.
Different schools, the same care
Children move on to a range of secondary schools. Whatever their destination, the aim is a handover that helps the receiving school understand their learning and support needs.
Transition dates and activities vary between schools. Follow the information issued by your child’s receiving school and contact us if arrangements are unclear.
Moving to a secondary special school
For some children, a special school may be the right setting for the next stage of their education. Families may wish to explore maintained special schools in Bolton, special academies or suitable provision further afield.
We encourage parents and carers to discuss options early with their child’s class teacher and a SENCO. We will work with families, the local authority and the receiving setting to share information and support transition.
Education, Health and Care Plans
Bolton’s Local Offer states that children and young people enrolled in a special school or resourced provision require an Education, Health and Care Plan (EHCP). If you feel specialist provision may be appropriate, discuss this at your child’s annual review.
For a child with an EHCP who is moving from primary to secondary education, the local authority manages the phase transfer process. Families can express a preference for a school; a preference or visit does not itself guarantee a place.
If your child does not yet have an EHCP, speak to a SENCO about their needs, support and the appropriate next steps.
Secondary special schools in Bolton
Bolton’s SEND Local Offer lists the following secondary special schools. Provision differs between schools; families should explore the individual setting and discuss their child’s needs with the SENCO and local authority.
Rumworth School
A Bolton community special school for young people with complex needs and moderate learning difficulties.
Rumworth School informationFirwood School
A Bolton special school for young people with severe learning difficulties and profound and multiple learning difficulties.
Find Firwood through Bolton’s Local OfferLever Park School
A secondary special academy for young people with social, emotional and behavioural difficulties.
Lever Park School informationSt John Vianney RC School, Stretford
St John Vianney RC School is a non-maintained Catholic special school in Stretford, Manchester, provided by the Diocese of Salford. It welcomes applications for children and young people aged 5 to 19.
Its March 2026 admissions policy states that the school offers places to pupils identified with moderate learning difficulties, complex needs, speech, language and communication needs and/or a diagnosis of autistic spectrum condition.
The policy states that applicants must have an Education, Health and Care Plan in place, or be near to the completion of one, and that applications are processed through the pupil’s home local authority. Families are expected to support the school’s Roman Catholic mission, values and ethos.
The published maximum is 130 full-time places for the 2026–2027 academic year. Please check the school’s current policy and consult your local authority about eligibility and placement arrangements.
Visiting St John Vianney
The school advertises open activities on most Mondays, from 10:30am to 11:00am, by appointment. Autumn-term open afternoons are also arranged. Contact St John Vianney directly to check current dates and book a visit.
Telephone: 0161 881 7843
Other specialist schools may be appropriate for individual children, including schools outside Bolton. Your home local authority can explain how provision is considered and consulted during the EHCP process.
When a child needs additional transition support
Some children benefit from more preparation, clearer information or a more individual approach. This may include children with SEND, medical or sensory needs, anxiety, communication differences or significant changes in their family circumstances.
Planning around the child
Speak to your child’s class teacher or ask the office to arrange contact with a SENCO. We can discuss what may be helpful and what arrangements can be agreed with the relevant staff or setting.
Depending on individual needs, planning might consider:
- Sharing the child’s views, strengths and concerns.
- Photographs, visual information or a clear explanation of routines.
- Opportunities to become familiar with key adults and spaces.
- Communication, sensory, mobility or personal-care requirements.
- Medical information and relevant healthcare arrangements.
- Strategies that support emotional regulation and independence.
- Relevant advice from professionals already involved.
- How parents, staff and the child will keep in touch.
Arrangements are considered individually. Please raise concerns early so there is time to plan with the people involved.
Sharing information sensitively
Relevant learning, SEND, medical, pastoral and safeguarding information helps staff prepare appropriate support. Information is handled through the school’s established procedures and shared with those who need it.
Please tell us about changes and ask if you are unsure how important information will be passed on.
Joining or leaving during the school year
Joining Sacred Heart
Contact the school office for the relevant admissions information. Once a place and start date are confirmed, share what will help us understand your child and support their arrival.
Please tell us about their previous setting, learning, friendships, languages, interests and any additional support.
Admissions arrangementsMoving to another school
Tell the office as soon as a move is confirmed, including the receiving school, expected leaving date and your updated contact details.
Speak to the class teacher about any worries and information that will help the next school. Please keep following the agreed attendance arrangements while the move is being organised.
How families can help
Listen before reassuring
Ask what your child is looking forward to and what feels uncertain. Listen carefully rather than dismissing a worry as something they should not feel.
If you do not know an answer, agree how you will find it together.
Make change manageable
Use clear, accurate information and talk through one practical step at a time. Avoid overwhelming your child with every detail at once.
Familiar routines can provide reassurance while other things are changing.
Notice strengths and progress
Remind your child of a new experience they have managed before. Celebrate asking for help, trying something unfamiliar and developing independence.
Children settle at different rates. Keep expectations encouraging and realistic.
Keep school informed
Share concerns early, including changes in sleep, behaviour, confidence or willingness to come to school.
Your child does not need to manage a transition worry alone. Speak to the class teacher so we can consider next steps.
Taking our commitments into the next chapter
Our four commitments offer familiar encouragement as children meet new people and experiences.
Love
Be kind to yourself and others. Notice who may need a welcome.
Learn
Stay curious. Ask questions and give yourself time to learn new routines.
Serve
Offer help and accept it. Small acts of care build a community.
Shine
Recognise your gifts and use them with confidence, courage and generosity.
Questions families often ask
Who should I speak to about a transition worry?
Begin with your child’s class teacher. For additional needs, ask to speak to a SENCO. For pastoral or attendance concerns, the office can arrange contact with Mrs Cox.
Can we discuss support before a diagnosis is in place?
Yes. Tell us about the difficulties your child experiences and what helps them. A conversation about transition support does not need to wait for a diagnosis.
Where will I find transition dates?
Use current school communications for class transition arrangements. Secondary schools issue their own information about visits, activities and starting arrangements.
If information is missing or unclear, contact the relevant school directly.
What if my child is worried about friendships?
Listen to the particular concern and share it with the class teacher. We can help clarify what is known and discuss useful ways to prepare.
Avoid promising a particular class grouping or friendship arrangement before it has been confirmed by school.
What if worries affect attendance?
Contact school promptly so that we can understand the difficulty and discuss support. Please do not wait for the worry to become an established pattern of absence.
What if a worry appears after the move?
Tell the new class teacher or the receiving school. Explain what you have noticed, when it happens and anything that seems to help. Early communication allows staff to understand the situation and consider appropriate support.
Let us take the next step together
If your child is approaching a change and you would like to talk, please contact us. You do not need to wait for a formal meeting or an ACHIEVE session.