I am finding the help sheets very useful but there seems to be some missing. I am doing Level 4 Unit 6 and the help sheets go up to 4.6.5. but there is no guidance for 4.6.6.and 4.6.7.

Hi Janet. I am sorry about the mistake.I will post the missing level descriptors on the message board when I am back in the office later next week.Thank-you for pointing this out and my apologies again.

Help Sheet for Unit 6 Level 4

Addressing the effects of transfer and transition on behaviour and attendance of children/young people.

For each of the level descriptors include and label as many different pieces of evidence as possible. You may include handouts, minutes of meetings; witness statements or policies/documents you have introduced. You also need to follow the suggestions below by writing detailed paragraphs under each of the following side headings to link the evidence to the criteria – evaluating/analysing as required.



4.6.1

Analyse the different transitional processes that can affect children and young people’s lives and how these can impact on their behaviour and attendance.


In your answer/evidence include a detailed analysis of the following and other examples you can think of. State briefly how these can impact on behaviour and attendance e.g. lack of self esteem; temper tantrums; refusing to go to school; refusing to leave parents. Analyse what is happening to the young person during this process and how they behave and why. Give specific examples where you can.


Starting nursery/school/further education.
Bereavement and loss.
Key stage changes.
New teachers.
Divorce.
Becoming a young carer.
Becoming a young parent.
Transfer into and out of care.
Moving house/homelessness.
Long period of ill health.
Exclusion/return to education.
Natural transfers.




4.6.2

Analyse the factors that can contribute to a child/young person’s concerns during transition periods in their lives.

Again choose some of these and other examples and analyse how these factors can create feelings of concern and anxiety in a child/young person. Why do such factors contribute to feelings of concern and anxiety? Give as many specific examples as possible.
You could also include copies of letters or meeting minutes as evidence to show awareness of such issues.

Social and environmental.

• Peer pressure
• Family history
• Health and welfare factors
• Financial issues

Consider how the children feel and what has caused them to feel like this?



4.6.3

Analyse the different stages in a child or young person’s personal or educational development that can result in their transfer to a new context and explain how this can impact on behaviour and attendance.

This is asking for a detailed analysis with examples of what type of behaviour/attendance issues manifest themselves as a result of transferring to a new context. To what extent do you feel the transfer has impacted on their behaviour and attendance and why is this? Include any of the following you have had experience of and examples of your own. When you mention specific examples remember to keep the anonymity of the child.

Transfers to a new context:

• nursery or early years setting to primary
• primary to secondary
• school to pupil Referral Unit (PRU)/Learning Support Unit/Teenage Pregnancy Unit
• family moving to a different locality therefore the need to attend a new school

Personal Stages/Events:

• puberty/adolescence
• moving out of the family home
• death of a parent
• divorce



4.6.4

Explain the influence that others can have in supporting children/ young people to cope with and build on transfer and transition periods in their lives.

This is a much more personal account of what you do or what you see others do to support children going through the transfer and transitional stages you have mentioned or have experience of.
Evidence can be documents/policies/meeting notes/ILPs or examples of good practice.

You may want to refer to some or all of the following and what they actually do:

• families/carers
• teachers/classroom assistants/mentors
• educational psychologists
• educational welfare staff
• Connexions
• Children’s services
• Health services.

Emphasise what you have personal experience of in your own setting. You could include programmes of support or transfer guides you have written. Explain the roles of some of the other people listed above. What influence and support can they give to support children through such processes?

4.6.5

Identified and explained the influence that others can have in supporting children and young people to cope with and build on transfer and transition periods in their lives.


This is a much more personal account of what you do or what you see others do to support children going through the transfer and transitional stages you have mentioned or have experience of.
Evidence can be documents/policies/meeting notes/ILPs or examples of good practice.

You may want to refer to some or all of the following and what they actually do:

• families/carers
• teachers/classroom assistants/mentors
• educational psychologists
• educational welfare staff
• Connexions
• Children’s services
• Health services.


Emphasise what you have personal experience of in your own setting. You could include programmes of support or transfer guides you have written.




4.6.6

Evaluated and described the role that specialist team leaders of behaviour and attendance can play in working with others to enable them to make the process of transfer or transition for children/young people a positive experience.

This is a continuation of the work included in the previous level descriptor. How and in what ways can such a specialist team leader work with other people/agencies to support children through a more positive transfer/transition process? To what extent is such intervention and support effective in your experience?

4.6.7

Evaluated and explained the effectiveness of the management and organisation of transfer and transition processes and recommend improvements to increase their effectiveness in helping children/young people to adopt an effective attitude to behaviour and attendance.

This is a continuation of the work included in the previous level descriptors You are now bringing all this information together to consider how effective the support and processes provided for children involved in the transfer/transition experiences actually are. How and in what ways can a specialist team leader, and other professionals involved in this work, support children through a more positive transfer/transition process? What improvements could still be made? Where are the shortcomings? Recommend any improvements you feel still need to be made.

Give specific examples of good or less effective practice as pieces of evidence. If you are involved in more than one school/setting you can refer to the differences you observe.

Dear Judith
Just wanted to thank you so much for updating L4U6 - it is really useful.