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Westwood, Abigail (2025) How can mainstream schools support successful transitions into Year 1 for children with special educational needs and disabilities? A reflexive thematic analysis exploring the views and experiences of school staff and parents/carers. DAppEdPsy thesis, University of Nottingham.

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Abstract

When transitioning from one school year to another, children enter an unfamiliar environment, with new people and expectations. These changes can be unsettling if not appropriately managed. The transition from Reception to Year 1 (Y1) is recognised as a particularly challenging transition due to a lack of continuity, and evidence suggests it can be especially difficult for children with special educational needs and disabilities (SEND). Despite this, little research has explored children’s experiences of this transition, with no English studies completed since COVID-19. Furthermore, the ‘school readiness agenda’ continues to dominate conversation surrounding the transition to Y1. This rhetoric places the responsibility of being ‘ready’ for Y1 upon children, disadvantaging those who do not achieve the expected standards at the end of Reception.

The current research provides insight into the experiences of children with SEND during the transition to Y1. The study adopts a bioecological viewpoint, exploring how mainstream schools can support successful transitions from an environmental perspective. Five semi-structured focus groups were facilitated, two with parents/carers of children with SEND in Y1 or Y2, and three with relevant members of school staff. Transcripts were analysed using reflexive thematic analysis (Braun & Clarke, 2006/2022).

Participants considered the transition more challenging for children with SEND, mainly due to the formal teaching approaches of Y1. However, increased transition support was seen to enable more successful transitions. The transition was recognised as a difficult time for parents/carers, and the long-term impact of COVID- 19 was acknowledged. Environmental factors seen to influence transition success included: consistent relationships, the physical environment, collaboration between stakeholders, flexibility of curriculum delivery, and Y1 staffs’ knowledge of early development. The findings are discussed in relation to existing literature and theory. The research has implications for schools, Educational Psychologists and the government with regards to developing inclusive transition practices and ‘ready’ Y1 classrooms.

Item Type:	Thesis (University of Nottingham only) (DAppEdPsy)
Supervisors:	Abijah-Liburd, Maria
Keywords:	children with special educational needs and disabilities, SEND, mainstream schools
Subjects:	L Education > LB Theory and practice of education > LB1050 Educational psychology L Education > LB Theory and practice of education > LB1501 Primary education L Education > LC Special aspects of education > LC1390 Education of special classes of persons
Faculties/Schools:	UK Campuses > Faculty of Science > School of Psychology
Item ID:	81871
Depositing User:	Westwood, Abigail
Date Deposited:	12 Dec 2025 04:40
Last Modified:	12 Dec 2025 04:40
URI:	https://eprints.nottingham.ac.uk/id/eprint/81871

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