• There is a robust transition policy and process in place, which is reviewed annually.  All practitioners are a part of the transition process.
• Children, family and stakeholders’ views are sought on the transition process.  Practitioners reflect on and adapt procedures in line with the feedback from all stakeholders.
• Where possible, the transition process between home and the Early Learning and Childcare setting (ELC) begins in the months leading up to the child’s start in ELC.  Children and families should meet practitioners and keyworkers before they start at ELC.
• There is a strong transition programme and relationship between ELC and P1.  The P1 teacher is visible within the ELC and knows the children by name, and the children know the P1 teacher by sight and name.
• Children have regular visits to the P1 classroom.
• The development of positive attachments from day one will support the child to feel safe and secure within the setting.
• Parents and children know which practitioners are in the setting each day.  Where possible, children and families are informed of practitioner changes in advance (Nurture Principle 5).
• Practitioners reassure children and let them know what will happen each day.  Children feel secure in knowing what is happening now and what is going to happen next.  Systems are in place to let children and families know of any changes.
• All practitioners and children are aware of the transitions throughout the day, and individuals are sensitively supported through these.
• Effective procedures are in place for reporting back to families at the end of the day.

 

Ways we can do this:

The transition policy is reviewed annually, and all stakeholders are involved in the process.

The setting has an open door policy where children, families and stakeholders feel welcome and included.

Strong relationships are encouraged between home and ELC or P1, with an ethos of openness and trust.

Where possible, the child should be greeted by the same person every day.  This will encourage the start of positive attachments and help the child to feel more secure when entering the setting.

A practitioners photo board will allow families to know who is looking after their child that day.  Practitioners can use noticeboards or closed (social) media groups to inform children and parents who will be greeting the children each day.

Children experience consistency in staffing, routine, interactions, environments and language and communication.  Any changes are made known in advance via email, newsletters, secure online forums, noticeboards. 

Visual timetables support children with transitions throughout the day.

Transitions throughout the day are kept to a minimum and not rushed.  Practitioners know individual children well and sensitively support them through these times. 

Learn More  

Nurture Principle 1.  Children’s learning is understood developmentally

Nurture Principle 2.  The environment offers a safe base

Nurture Principle 3.  The importance of nurture for the development of wellbeing

Nurture Principle 4.  Language is a vital means of communication

Nurture Principle 5.  All behaviour is communication