How to support children transition to school

April 4, 2023 9:08 am

The transition from nursery or preschool to a reception class is a hugely important milestone requiring careful consideration, with the child at the centre. A successful transition will mean that children feel safe, happy and comfortable with starting school and have some understanding of what this next step will look like.  

Embedded within the Early Years Foundation Stage (EYFS) is the notion that all children are unique and this is a factor which needs to be reflected on during the transition process. Children join settings at different starting points, with varying experiences and therefore this should be taken into account. Not all children will be at the same point developmentally in the summer term, before progressing to school. This is particularly important when thinking about summer-born children.

Successful transitions can be supported by strong relationships between a setting and school. This is easier when the setting and school communicate across the year, rather than just during the summer term. This could involve teachers discussing their expectations of what they anticipate children should be able to do when they start school, and this can then be supported in the setting.  

In order to be successful, the transition process needs to be carefully managed between the setting, school and the family. There are some useful points to consider which could be implemented into your plans….

Communication

 Everyone involved in the transition process (including children!) should be aware of what to expect and when, and this should be clearly communicated. Strong links between the setting and school make this easier so consistent messages can be shared with families in terms of important transition days and events. 

The feelings of the family need to be taken into consideration as this can be a challenging time as they prepare for their child to start ‘big school’. To ease their concerns, the setting could plan workshops where parents can ask questions about the process and be supported with preparing their child at home. Some parents are likely to feel very anxious about this next stage as the thought of their child leaving a setting in which they have created strong attachments with educators can be daunting. Educators must listen to concerns and worries, doing their best to alleviate these.

Providing parents with some information on school readiness can help them feel a little more at ease with the new transition that their child is going to embark on.

Importantly, the child should have a voice in the transition process. 

Remember that this is for all children so we need to take into account those who might be non-verbal or have speech, language and communication needs. Make time for opportunities to discuss their feelings, what they have experienced on transition days, aspects they are excited about and what the school day might look like for them. Children can express these feelings not just through talk but also by drawing pictures, painting and role play.

Preparation

 Settings play an important role in preparing children for the next stage in their learning. Consider how you can plan for this in a child-friendly way without it being overwhelming for the children. Perhaps you could adapt your role-play area so children can play ‘teachers’ which can be especially valuable after children have attended taster sessions in school. Include school uniform, registers, books and photographs to inspire play and conversation. This enables children to relive these experiences and explore their feelings in a playful way within an environment in which they feel safe. Although all children have a ‘moving up day’ in school, additional experiences also aid the transition process. Perhaps the setting could take the children to the school sports day event, for a stay-and-play session in the classroom or story times. 

Similarly, visits to the setting by the teacher can be a way for them to get to know the children in an environment in which they are more likely to be themselves. It’s helpful for the setting to have photographs of the school environment which can support discussion around elements of the school day, such as assembly, lunchtime and playtime. Likewise, stories about starting school can be helpful in reassuring children about what is to come.  

Our Big School Skills book is a fun way to get children ready for that next step of learning without the pressure of having to do it.

Assessment

Teachers should have a clear picture of each child’s level of development in order to make plans for the autumn term. However, it’s important to remember that over the summer break, some children are likely to have fallen a little behind due to the extended time away from a setting. Although it’s necessary for teachers to know children’s capabilities, it is also vital that they are able to understand the child as an individual – their personality, learning style, interests and preferences. Starting school can be challenging for some so the more information the teacher has, the better they are able to prepare. It’s also valuable to take friendship groups into consideration, especially important in schools where there is more than one form entry.

If children are requiring any additional support within the setting, it is vital this is shared. This could be anything from finding transitions difficult during the day, such as from outdoor play to back inside or more significant support which has required the setting to contact other professionals.

Finally

The most important consideration is the child as an individual and the recognition of the factors that can influence transitions. We know that all children are unique and therefore their feelings about starting school will be variable. Some will be excited and ready for this next stage whereas others might be anxious and need a little more support. This is something we need to be prepared for in order to make this process as seamless as possible. However, it’s also important to be realistic – settings and schools are busy places. The time that a teacher has to visit a setting can be limited so in these cases, creative thinking can be utilised. Perhaps the teacher could record themselves reading stories which could be watched in the setting. Another good use of technology is having a virtual tour of the classroom which can be used as a talking point.  

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