Section 8 of Realising the Ambition defines transition as “an adjustment over time to new contexts
outside the family, where babies and children experience changes to their social environment, to their routines, to what is expected of them and to the relationships they have with others in new situations.” page 89
They go on to say that children will experience
multiple transitions during their day, their week, their entire learning journey.
The vertical transitions that ELC children may encounter are:
*Moving from home to an ELC setting (nursery or childminder)
*Moving between blended placements
*Moving into Primary 1
As practitioners we need to think about what they need, what matters to them, and be even more responsive to the needs of children and families in transition.
When reflecting on the transitions of your children why not review section 8 of Realising the Ambition in particular 8.4, 8.5 and 8.6 where key features of positive transition practices are identified. Consider how do you support children to prepare and navigate both vertical and horizontal transitions?
Transitions should be ongoing and planned throughout the year. Below are some good practice ideas from settings on how they have supported transitions:
Moving from home to an ELC setting (nursery or childminder)
- allowing parents to visit the ELC prior to enrolment to decide on the best setting for them and their child
- induction booklet sent out prior to the child starting
- child friendly induction booklet with photos or a video of the setting and staff
- phone call home to chat with parents about starting
- offer a transition/induction visit with introduction to key worker
- completion of ‘Being Me’ prior to the child starting to support settling in
- all relevant paperwork read by key worker to ensure children’s needs are met
- liaising with Allied Health Professionals
Moving between blended placements
- completion of blended placement permission slip for sharing information
- ‘Being Me – Meeting My Ongoing Needs’ form makes reference to any strategies used to support the blended placement
- sharing information regarding aspects of a child’s wellbeing and care such as a change of clothes due to an accident or minor bump or upset. (All significant accidents and incidents and forms to be shared with the parents/carers)
- termly contact with other setting e.g. e-mail, phone call, face-to-face to share:
- current interests
- individual next steps/targets
- Developmental Overviews
- any learning reports/statements if completed/appropriate
- Pre-school Form 1s (if in place)
Moving into Primary 1
- buddies
- playground play times
- canteen lunches
- visits to the P1 classroom
- P1 teacher visiting ELC
- visits to meet school staff
- celebration assemblies
- visits from upper pupils to play/read stories
- induction visits (including children coming from partner settings or childminders)
- stay, play and learn visits with P1 teacher
- induction booklet sent to parents
- child friendly induction booklet with photos or a video of the school and staff
- visits to gym hall and joining PE with P1
- joining sports day
- joint outdoor learning sessions and trips with P1
- liaising with Allied Health Professionals
- sharing Developmental Overview information with P1 teacher
- sharing profiles with P1 teacher
Children with Additional Support Needs
Children with ASN and their families might need some additional planning and support when transitioning. The Highland Council Psychological Services page on transitions has a wealth of information and tools that can help and can be found here.
Other areas of good practice include:
- liaising with Allied Health Professionals
- attending Child Plan meetings (all relevant settings should attend at times of transition)