Skip to content ↓


WTT’s role in Early Years transition support


WTT are commissioned to empower and support mainstream primary settings in meeting the needs of their autistic children and those who have social communication differences, and therefore it is WTT’’s role to support a successful transition, working alongside the Early years setting/childcare provider, mainstream primary, parents/carers and any other agencies who may be involved to identify what needs to be in place within the school environment and day in order for the child to succeed.  Our role is to help the school be ready to meet the pupils need in Reception through supporting the transition. 

The process for accessing WTT Early years to primary transition support for autistic children/ those with social communication differences works through the WTT Ladder (Early years transition version) and should be utilised for the summer term before the pupil is due to start school.

For more information on the Ladder process , you can visit

We also have an Online Ladder helpline which runs every Friday morning 8:30am-1pm during term time as a drop in and is for all Ladder process queries (not to discuss individual pupils needs). You can receive the link by emailing

Points to note:

  • It is not WTT’s role to mediate communication between settings/provisions-this should be happening prior to requesting additional support.
  • It is not WTT’s role to contribute towards EHCP Needs Assessments by the Early years setting. The setting should be accessing their appropriate support services.
  • Completing this WTT transition ladder step starts engagement with WTT support. Primarily, that support is through feedback and advice on the transition Ladder.
  • The pupil should be on the settings SEN register.
  • Having needs within autism/social communication differences does not mean a setting must initiate the ladder. The setting should be addressing individual differences through their graduated approach e.g. use of a One-Page profile, accessing training to upskill the setting staff, ensuring individual targets address social communication differences and document how adults will support and adapt their practice to address those.