Contents
Introduction
Transition in the early years is a significant time for young children and their parents/carers and represents an important step in a child’s development.
Transition at early years may refer to the child starting at an early years setting, starting school or moving from the foundation year into key stage 1.
These times of change can be challenging for children and anxiety-provoking for parents/carers, particularly when the child is vulnerable or has special educational needs and/or a disability that require understanding and support over the transition.
The aim of this document is to provide good practice guidance for schools and settings across Devon to support effective transition arrangements in the early years.
This includes guidance at a universal level as well as providing guidance specifically in relation to vulnerable groups and those at greater risk of poorer outcomes over transition, for example, children in care (CiC) and those with special educational needs and disabilities (SEND).
This document draws upon recent research and guidance such as the early years foundation stage (EYFS) statutory framework and the SEND code of practice.
It references examples of effective practices that have impacted the outcomes for children and their families shared by early years providers within Devon.
This guidance incorporates the following key principles:
Unique child – every child is different and all children can be vulnerable at times of change. Children who have SEND will need additional and flexible support.
Positive relationships – parents and carers should be closely involved in the process of transition and their thoughts and opinions should be listened to.
Enabling environments – children manage transitions better when there is good communication between settings and change takes place gradually over a period of
Learning and development – the transition process should be one that continues a child’s learning journey and previous experiences should be valued and built upon. This guidance is separated into three strands, each of which is linked to the Devon graduated response toolkit.
Safeguarding
Where children are also under any form of safeguarding process then it is key that careful consideration is given to ensuring that this forms part of the transition plan.
This should include what information should be shared, how this information is shared and most importantly, how the child’s emotional wellbeing and learning needs are supported.
There is a useful ‘one minute guide’ for staff to ensure the effective transfer of children’s records where safeguarding is a concern. This should be used in conjunction with the guidance in this document.
How to identify those in need of support
Effective transition support is important for all children and this requires universal arrangements to be in place, however, it is also an important role of early years practitioners to be able to identify children requiring additional levels of support – either through targeted or specialist intervention.
The following information outlines the key differences between the three levels and these terms will be used throughout this guidance.
Universal
Transition arrangements in place for all children.
Targeted
Targeted support for children with a moderate level of vulnerability. This group of children may include, children who become distressed around times of change, children with English as an additional language, Gypsy, Roma and Traveller Children, and those with long-term medical needs such as diabetes.
It also includes children with a level of need in the areas of development including communication and language, managing feelings and behaviour and self-care.
These children are likely to be known to at least one outside agency. Sharing information with the receiving school about meeting the child’s needs will be essential and enhanced transition arrangements are likely to be beneficial for the child.
Specialist
Specialist support for children with severe and complex levels of need. This may include children with SEND, children with an Education, Health and Care Plan (EHCP), children known to multiple agencies, children with severe social, emotional and mental health (SEMH) needs, children moving from an alternative provision, CiC and children with complex medical needs.
Children identified in this area are likely to have a range of agencies involved in supporting them. These children will require a coordinated and collaborative plan including information sharing and enhanced transition arrangements
Key factors for a successful early years transition
Overview
Successful transition should be seen as central to a child’s early development and emotional wellbeing.
Transitions should be seen as a process, not an event, and should be planned for in advance and discussed with children and parents.
Working in partnership
Settings should work in partnership with parents throughout the transition process.
Excellent communication and partnership should be maintained between providers of early years education and schools.
Preparation
There should be early identification and support, including effective assessment of SEND.
Settings should have settling in processes that are flexible in order to meet the needs of the individual child.
For school transitions, children will benefit from visits to their school to familiarise themselves with the environment and to meet the teacher and key staff.
Settings should plan for transitions and make sure provision is in place to meet children’s needs.
Collecting and sharing knowledge
Early years providers should know precisely where children and young people with SEND are in their learning and development. They should ensure the insights of parents and those of children inform decisions.
If a child moves between settings, information held by the first setting regarding children’s levels of learning and development, as well as suggested next steps should be shared with any receiving providers.
Practitioners should also encourage parents and/or carers to share information including their progress check with the staff of the new provision.
Procedures and systems in place
Early years settings and schools should have transition and induction procedures in place and evaluate these annually.
Settings should employ a structured transition programme with a clear time scale.
Staff training should be provided for the inclusion of SEND and other vulnerable groups.
Settings should use a transition document that records the child’s levels of learning and development and includes significant information about the child’s strengths, difficulties and support needs (see appendix D).
An initial transition planning meeting should be held early in the autumn term for children with SEND (see Appendix A). Parents should be invited to share any concerns and be fully involved in the planning for transition process.
Support should be in place to scaffold the transition to formal learning with advanced play.
Transition into an early years setting
The following strategies and ideas should be considered to support children when they transition into an early years setting.
Universal
Strong supportive links should be established between home and setting.
Building a warm and secure relationship with a key person is crucial for the child, and parents should feel involved and consulted.
Information sharing should include how the child communicates their needs, for example, when they are tired or hungry.
Many settings introduce a flexible settling process around the needs of the individual child. They may carry out a home visit and ensure that the key person forms a relationship with the child and their family at the earliest opportunity.
Targeted
Settings should identify children who are at risk of having transition difficulties as early as possible.
Knowledge should be shared about children’s individual needs by the parents and any other agencies if they are involved. Plans should be made within the setting to ensure provision is in place to meet these needs. A transition planning meeting template could be used to support this (Appendix A).
Some children may struggle to separate from their parent/carer. They may benefit from a more gradual settling in period that builds up over time.
Tools can be used to support separation such as setting up a family photo book of key family members to reference with the child.
Other tools could include setting up a simple visual timetable that shows key events in the day, particularly when they are due to go home. This may be particularly beneficial for children who experience speech and language delay or anxiety.
Specialist
As above, settings should identify children who are at risk of having transition difficulties and who may need specialist support as early as possible.
Knowledge should be shared about children’s individual needs by the parents and any other agencies if they are involved. This should be done through a multiagency meeting. Practitioners should aim to provide an enhanced transition for children who have significant and persistent needs as early as possible. This is usually provided at an individual level and will be highly personalised.
Plans should be made within the setting to ensure provision is in place to meet these needs. A transition planning meeting template could be used to support this (Appendix A).
Meeting with other professionals prior to the child’s admission will be the start of building relationships and ensuring that the setting is ready for the child.
Children may make additional visits to their new setting accompanied by a parent. A photo book that includes information regarding new premises, key people and daily routines may be developed.
Transition into reception
The following strategies and ideas should be considered to support children when they transition into reception
Universal
Best practice includes reception class teachers visiting the nursery/pre-school to observe and get to know the children. They should also have time to discuss each child individually with their key person.
Practitioners from the pre-school/nursery may visit the school to share information and offer suggestions for the physical space to ensure there are some familiar features for the children to enable them to feel comfortable and relaxed in the new environment.
The school may offer visits from the pre-school/nursery setting to the reception class for children in advance of them starting in reception.
Practitioners from the pre-school/nursery setting will be able to offer suggestions on planning for the child during the first few weeks of term. Some settings introduce ‘starting school’ in their role-play and provide resources such as school uniforms and book bags.
Reception staff should be available to parents to facilitate relationships and answer specific questions/receive information.
Thought should also be given to supporting the end of the child’s relationships within the pre-school setting.
Targeted
Settings should identify children who are at risk of having transition difficulties as early as possible.
A transition meeting early in the term should be arranged and knowledge should be shared about children’s individual needs by the parents and any other agencies if they are involved.
Plans should be made within the setting to ensure provision is in place to meet these needs, for example, a small group work to develop communication skills, adult support within the continuous provision to model play and interaction, an emphasis on developing self-help skills at meal times and toilet times. A transition planning meeting template could be used to support this (Appendix A).
Thought should also be given to supporting the end of the child’s relationships within the pre-school setting.
Specialist
As above, pre-school/nurseries should identify children who are at risk of having transition difficulties and who may need specialist support as early as possible.
Knowledge should be shared about children’s individual needs by the parents and any other agencies if they are involved. This should be done through a multi-agency meeting.
Practitioners should aim to provide an enhanced transition for children who have significant and persistent needs as early as possible. This is usually provided at an individual level and will be highly personalised.
Plans should be made within the reception classroom to ensure provision is in place to meet these needs. A transition planning meeting template could be used to support this (Appendix A).
Meeting with other professionals prior to the child’s admission will be the start of building relationships and ensuring that the setting is ready for the child.
Children may make additional visits to their new setting accompanied by an additional support worker. A photo book that includes information regarding new premises, key people and daily routines may be developed.
Thought should also be given to supporting the end of the child’s relationships within the pre-school setting.
Transition into year 1
Moving into year one is recognised as an anxious time for some and this can impact on progress and wellbeing. The following strategies and ideas should be considered to support children when they transition into year 1.
Universal
Practitioners and year 1 teachers should work together to ensure that a child’s transition between the EYFS and year 1 is seamless.
Early years practitioners should make sure children’s experiences in the final year of the EYFS are valuable, and prepare the ground for year 1. It is important that year 1 builds on the successful principles and approach encapsulated in the EYFS curriculum (2018).
The reception class teacher should share the outcomes of the EYFS profile and identify areas of strength and areas where further support to develop should be considered.
Some schools plan for the year 1 teacher to spend time within the reception class prior to the children transferring and plan the first term of year 1 around EYFS practice.
Year 1 staff should be available to parents to facilitate relationships and answer specific questions/receive information.
Thought should also be given to supporting the end of the child’s relationships within the reception setting.
Targeted
Parents/carers should be given clear information about the transition into year 1.
Reception staff should identify children who are at risk of having transition difficulties as early as possible.
A transition meeting early in the term should be arranged and knowledge should be shared about children’s individual needs by the parents and any other agencies if they are involved. Plans should be made within the year 1 classroom to ensure provision is in place to meet these needs. A transition planning meeting template could be used to support this (Appendix A).
Thought should also be given to supporting the end of the child’s relationships within the pre-school setting.
Specialist
As above, reception staff should identify children who are at risk of having transition difficulties and who may need specialist support as early as possible.
Knowledge should be shared about children’s individual needs by the parents and any other agencies involved. This should be done through a multi-agency meeting.
Practitioners should aim to provide an enhanced transition for children who have significant and persistent needs as early as possible. This is usually provided at an individual level and will be highly personalised.
Plans should be made within the year 1 classroom to ensure provision is in place to meet these needs. A transition planning meeting template could be used to support this (Appendix A).
There needs to be a clear focus on developing communication between children, staff and parents/carers.
Thought should also be given to supporting the end of the child’s relationships within the reception setting.
How to support parents/carers
Local authorities, early years providers and schools should enable parents to share their knowledge about their child and give them confidence that their views and contributions are valued and will be acted upon (SEND code of practice, 2015).
Good practice ideas
Plan for transition processes at the earliest opportunity. Be ready to provide information about settings and schools to help parents/carers make the right choice for their child. See attached transition timescale in Appendix C.
Involve parents/carers in setting and achieving targets that will contribute to their child’s successful transition, for example, being able to communicate their needs.
Invite parents/carers to a joint meeting with new staff and any professionals involved with the child. Help parents and carers to prepare for the meeting by discussing possible questions and concerns.
Share information with parents regarding any changes of professionals or systems used by the setting or school.
Provide parents with a named person who they can contact if they have any questions.
Encourage parents/carers to share information about their child including strengths, interests and any additional needs. An example of this is provided in Appendix B.
Respond sensitively to parents/carers anxieties.
Transition planning meeting
Transition planning meetings should be held for those children considered to be within the specialist or targeted area for support. They should be held at the latest in the summer term of the child transferring to school.
The aim of the transition planning meeting is to share information with the receiving school to aid their planning of provision and support when the child moves to the school and to plan what the transition to school will look like. Please see Appendix A for a template of the form that could guide this discussion.
Who should attend?
Those attending should include the:
- setting’s SENDCo
- child’s key person
- primary school SENDCo
- receiving teacher
- parents/carers
- other agencies involved in supporting the child if needed.
Should we still meet if the parent is unable to attend?
Best endeavours should be made to include the parent in the meeting as they are key people to involve. If this is not possible due to special circumstances, for example, medical or legal reasons, a transition planning meeting can be held without parents.
If a meeting happens without parents and the parents still have parental responsibility their views should be collected before the meeting and the information discussed should be shared with parents, either face-to-face or over the telephone after the meeting.
Appendices
Please note that all appendices referenced in this guidance can be found as part of the downloadable PDF version of the guidance.