Transition Timeline

Activities to Promote Successful Transition

Home to Early Learning and Childcare settings, transfers between settings, and blended placements.

Arrange home visits where appropriate.
Invite children to visit the setting prior to starting ELC.
Include children in ELC events for example, Christmas concert, picnics, sports day, etc.
Develop a transition booklet/SWAY for children, which might include child friendly materials, visuals, staff photographs, key areas, routines etc. to support their understanding and active participation in the planning process.
Develop personal transition boxes with children which include familiar and important items.
Provide opportunities for children to engage in self-reflection activities where they can express their thoughts and emotions relating to the transition (learning journal, PLPs, drawing, singing, role play, small world scenarios).
Provide an informative handbook/SWAY for families, which includes information about the curriculum, staff, snack, mealtimes, suitable clothing, complaints procedures etc.

Arrange meetings (including Personal Plan meetings) with parents and carers, shared placement ELC practitioner, and relevant agencies, including EAL services where appropriate, to discuss aspects of the child’s development.

Devise a settling in process which may be required, in some circumstances, to support the individual needs of the child. Practitioners should work in partnership with families to ensure that transition arrangements are meeting the child’s needs.
Identify and use communication methods that are accessible and appropriate for individual needs, for example, visual supports, social stories, personalised transition materials, augmentative and alternative communication (AAC) systems, where required.
Arrange meetings with parents and carers to share curriculum and practical information.
Identify a key person/s with whom the child can develop a secure relationship and who will be the key contact/s for the family.

Activities to Promote Successful Transition

Early Learning and Childcare to Primary 1

Throughout ELC take every opportunity to forge links with Primary 1. Plan a transition programme:

At the beginning of the school year, where possible, schools and ELC providers allocate time for school practitioners and ELC managers/childminders to co-create an overview of a transition programme for the session.
Provide opportunities for children to engage in self-reflection activities where they can express their thoughts and emotions relating to the transition (drawing, singing, role play, small world scenarios).
Where, and if possible, release a member of Early Learning and Childcare staff to support children in P1 on the first day/s.
Plan a settling-in period to allow children to develop confidence in their new environment ensuring continuity of learning experiences and pedagogy.

For children with Additional Support Needs, following the Resource Provision Panel allocation, consider alternative enhanced transition support tailored to the individual requirements of children and families, for example, slower transition processes, after school (empty setting) visits, shorter drop in visits, enhanced transition support time with key adults.

Develop a liaison calendar to support staff collaboration for example,
- September – staff meet to plan events etc.
- November – staff discuss enrolment arrangements,
- February – staff discuss induction day arrangements,
- May – staff meet to discuss children’s progress.

Throughout the year:

Display children’s prior work in their new setting.
Plan ‘Stay and Play’ sessions.
Invite children and staff to school events for example, festive occasions, sports day, school fayres, fund raising events etc.
Plan joint projects, Active Schools sessions, joint Story Sack scheme, joint Enterprise with P1.
Make visits in small groups to P1 to take part in activities.
Encourage School Early Level staff to visit ELC centre to become familiar with children and their experiences.
‘Buddy’ children with P6 pupils. Take photographs of buddies, create opportunities for buddies to visit new Primary 1 pupils in the ELC, where possible.
Use shared spaces throughout the year.
Invite future P1 children to end of theme presentations/showcases.

Summer Term

Following confirmation of pupil placement, ensure that the transition programme accommodates all children (from home; childminders; all pre-school providers).
Talk and listen to the children about their expectations of school.
Provide transition activities which will involve children in planning and decision-making process such as choosing classroom themes and organisation of spaces.
Ensure the children meet all the staff who will be involved with them.
Ensure opportunities for the receiving staff i.e. P1 teacher to visit, observe, and engage with new entrants in their current ELC settings.
Provide opportunities for children to take on the role of tour guides during visits to the school environment and Primary 1.
Provide opportunities for parents/carers to visit the new setting with their child.
Create a presentation/SWAY by P1 pupils, which might include child friendly materials, visuals, staff photographs, key areas, routines etc. to support their understanding active participation in the planning process children addressing questions posed by new entrants.
Make a booklet with photographs of the school-entrance/staff/playroom/ toilets/snack/outside area- so that children can remember the setting during the holiday before they start.
Meet with parents/carers and staff to share curriculum and practical information and ideas to support their child’s learning.
Ensure time for staff to share Personal Learning Portfolios.
Plan for specific induction days.
Support children at playtimes and mealtimes, etc.
Familiarise children with transport arrangements for example, meet the driver, road crossing patrol.

Prior to the start of the new session hold an information evening for parent and carers of children within Early Level, (CfE).