How can we scaffold supporting independence at transitions without creating dependency?

Separate the route from the uncertainty

Check whether the difficulty is remembering the destination, managing crowds, finding equipment or worrying about arrival. A pupil who knows the route may still need help with the social or sensory demands.

Move the cue away from the adult

Teach a route card, timetable or agreed meeting point through a joint rehearsal. Then let the pupil consult the cue while the adult waits nearby. For example, the adult can meet at the destination instead of walking alongside, if the pupil agrees and safety allows.

Fade by demonstrated readiness

Record arrival, distress and the help actually needed. Change one aspect of support at a time and retain a clear rescue route. Independence includes choosing to use a map or asking a receptionist; it does not require coping without accessible information or reasonable assistance.

An adult can use Step-by-Step to show an agreed transition sequence. Teach the pupil to use the sequence and keep a practical route to help.

Related guidance: How should a SEND team plan transition to secondary school?.