StepIntoSchool: Tameside Case Study

How the Use of Pupil Pathways Supported the Transition of Children with SEND and Other Needs to Primary School in Tameside

The implementation of the StepIntoSchool programme via Pupil Pathways has made a significant improvement on the transition process for children with SEND and other additional needs as they move from early years settings to primary school in Tameside. Central to its success has been the ability to provide secure, timely, and detailed information that primary schools can act on well before the start of the academic year.

One of the most valuable benefits has been the early access to high-quality transition information. Schools received data by the end of May, giving them plenty of time to plan personalised transitions. This has been particularly beneficial for children with additional needs, as it allowed reception teachers and SENCOs to prepare learning environments tailored to each child’s interests and requirements.

For example, if a child is identified as having SEND, a visit to the setting might reveal a particular interest in dinosaurs. A follow-up home visit could provide further insight, allowing the school to create a welcoming classroom environment that reflects this interest such as having dinosaurs featured in displays or resources. This helps the child feel recognised, safe, and engaged from day one.

Previously, early years settings used a Microsoft Forms process, but this process was difficult to quality assure. Pupil Pathways resolved this by centralising all data in one place, which created a clear, accountable, and quality-assured process involving the setting, the primary school and the local authority.

SEND and EYFS quality officers in Tameside used the platform to monitor submissions and support settings that were struggling to upload information. The system’s flexibility allowed documents to be added and updated after the initial deadline, vital in cases where a child’s EHCP arrived in June or where needs developed later in the term. This adaptability was seen as essential in ensuring information was as up to date as possible when children entered school.

For staff in early years settings, many of whom juggle multiple roles, uploading data was initially challenging. Recognising this, Tameside ran multiple twilight training sessions to accommodate different schedules, demonstrating a commitment to inclusion and accessibility.

The early visibility of SEND information also allowed schools to plan bespoke transition arrangements. Some children, for instance, benefitted from gradual introductions to school through weekly visits, home visits, or smaller group sessions in July and August. Without the early data provided by Pupil Pathways, identifying and organising these personalised approaches would have been impossible.

Finally, the system strengthened partnerships among nurseries, schools, and parents. While the platform does not capture every detail, it facilitates informed conversations between settings and schools. This not only strengthens continuity of care but also builds trust with families, ensuring all children, especially those most vulnerable, experience a confident and supported start to school life.

In short, Tameside’s use of Pupil Pathways through StepIntoSchool has delivered a robust, equitable, and proactive approach to SEND transition.