Transition information for Early Years

It spans the length of time it takes children to make such a change from pre-entry visits and settling in to when your child has become a fully established member of the new setting.

By engaging in a constructive dialogue with parents early on, schools can help families to anticipate the social, emotional and physical skills that children need to thrive at school. Regular dialogue between parents and teachers throughout their first year will help deal with any challenges children may face adapting to the school routine and ensuring a smooth progression to education for their children.

In each case children will need to interpret what is required of them in every different situation. The childcare setting might, for example have different expectations of children in terms of routines and rules and what constitutes ‘acceptable’ behaviour than the child’s parents.

Vertical transitions are transitions which constitute a major change to a child’s everyday routine, for example, starting school for the first time. However, horizontal transitional changes, also shape children’s experience of vertical transitions and may affect their well-being. This needs to be considered during the settling-in process when children are adjusting to what behaviour is expected of them in each different situation or for each activity and the associated rules (e.g. putting on an apron when painting, sharing toys when playing, sitting down to eat, where to hang coats etc). If a child is unsure of the rules or norms of the setting/ school it may prevent them from accessing learning opportunities.

Effective transitions

Good practice emphasises the importance of transitions being managed and planned carefully with a consideration of children’s needs and respecting parents as partners in supporting children’s learning and transitions. Successful transitions are dependent on a commitment from all staff involved in the process to develop effective communication systems and information sharing protocols.

Transitions are of the highest quality when:

1. Processes and procedures are supportive and inclusive

• transitions are made a priority and those managing these services and settings give special consideration to periods of transition and develop an ethos that encourages the gradual and supported integration of children and families;
• transitions are seen as a process, not an event – transition planning is rooted throughout practice and not only during a specific week or on a specific day;
• sufficient time should be allocated to plan for and ensure smooth transitions for preparing staff/parents/children; for staff to have to access to read and take notice of all the information passed to them by parents, other professionals and previous settings; and time to share information and to identify and plan additional support for families
• information is shared proactively and appropriately with and among partner organisations.
• Welsh Government Guidelines on safeguarding children are followed at all times and all practitioners are able to recognise safeguarding issues and when and to whom to refer them to
• a coherent pathway of support available for parents and children is clearly articulated.

2. The child and their family is placed at the centre of transitions planning

• children are placed at the centre of transitions planning and are treated as individuals, recognising their need to feel secure and confident at every stage of transition;
• it is recognised that some children will be more vulnerable than others at times of transition;
• the specific and additional needs of children and families are recognised and planned for;
• the needs of children and families from different ethnic, cultural and faith groups are respected;
• children are prepared for change – the child is more likely to feel secure and settle more easily into the new environment when they are familiar with people, places and routines, children are given the chance to meet staff and visit settings and take part in activities there
• supporting material should be provided to give a deeper insight into the child such as information about important adults in their life; best ways to support them; what they are learning to do and what distresses them.

3. Positive relationships are established, and all adults who are involved with the child and family work closely together

• all those working with children and families should have a clear understanding of the transition process;
• all adults who are involved with the child and family work closely and ensure that effective and ongoing communication takes place;
• there is a clear procedure for sharing information about children and families;
• effective communication and partnerships are developed with external agencies;
• parents are fully involved in the transition process and time is set aside to develop positive supportive relationships with parents and address any concerns they may have; and
• a variety of methods are used to communicate with parents

4. Environments are welcoming, accessible and non-stigmatising

• staff should aim to create a warm, non-judgemental and inclusive atmosphere in all settings and groups;
• written information should be welcoming, a friendly tone, visually attractive, uses positive images and language and promotes the universality of the programme;
• all children and families using settings are valued and welcomed;
• all settings/schools should promote equality of opportunity and promote a positive attitude to diversity.

5. There is continuity in a child’s care, development and learning

• there is continuity in children’s care, development and learning e.g. consideration is given to a child’s holistic needs at every transition stage;
• staff aim to provide consistent messages about what support is available, when it is available and who is delivering it;
• there is continuity when children and families move between the range of services and programmes with which they may engage.

6. Core Purpose

The core purpose of managing transitions effectively is to ensure that all children and their parents will experience practical and emotional support through all transition stages to:

• facilitate continuity in their care;
• support progression in their development and learning;
• enhance their well-being
• ensure that they have a positive experience of change.

Transition should be a pro-active, planned process that is flexible enough for individual needs to be met. Effective transitions are largely governed by a commitment from practitioners to develop positive communication links and to share information sensitively and with care. Those managing transitional stages should take into account a child’s situation, development and needs.

Trusting and respectful relationships with parents are an integral part of the transition process and help facilitate the seamless transition of children.