The transition of pupils from special schools to post-school provision represents a significant period of change for both the young leavers and their families. The anxieties of moving from a special school, where the young people feel safe and secure, into a new and unfamiliar setting have long been recognised by schools, adult services, parents and the young people themselves. In most instances, the transfer occurs smoothly and is particularly effective when all concerned have been working together to ensure that the transition period is a wellestablished process and not a single event. This survey collates relevant information to inform Inspectorate advice, based on an analysis of the questionnaire returns from schools, to assist in the promotion of improvement. The postal survey was issued to all 49 special schools. Returns were received from 36 schools, representing 20 of the 21 severe learning difficulty (SLD) schools, all nine of the MLD schools and three of the five emotional and behavioural difficulties (EBD). Alternative Education Provision (AEP) schools, all schools catering to physical disability (2), speech and language (1) and visual and hearing impairment (1).