Getting ready for school
The stage emphasises good child-centred transition based on respectful relationships. It promotes realistic expectations for children, which are linked appropriately with the developmental stages, in the year prior to school entry. The Leicestershire school ready statements provide settings with a frame work for good practice.
School Readiness - A shared understanding across Leicestershire. A booklet for professionals.
This booklet states how important it is for early years providers and schools to respectfully work together, and sensitively support families, as they prepare all children for the best possible start to life at school.
“Ready early year’s providers and schools help children when they have high expectations and a child-centred approach”.
This initial statement highlights the need to prepare children for the increasing demands of school life, whilst having a child-centred approach which reflects good educational practice. This means that we need to
“Know each child well, understand and respond to their interests”,
“Give each child time, space and support to express their feelings and talk about what matters to them”
Good practice example - Pink Flamingo's nursery
Alex was thinking about his key children as he was completing their Learning Journeys. They would all be starting school in a few months time. Would they be ready? How could he help?
Alex carefully considered each child:
Zuzanna was really looking forward to ‘BIG’ school as her sister was already there. She often chatted in Polish to her dolls during play. Zuzanna was now confident enough to say some phrases in English, but Alex knew she might need some support when starting school.
Toby was a sensitive little boy and tall for his age. He was often expected to think and behave as an older child. Toby was much more interested in actively playing outside, than in table top mark making or craft activities. Alex hoped that as a summer born boy, Toby would be given space and time to learn at his own pace
Jasmine took quite a long time to settle into nursery. Her foster carers were worried she would start wetting herself again when starting school. Alex knew he really needed to carefully consider her transitions. Having a special interest box might really help her.
Alex had high expectations for the children as they had been making really good progress. He considered their levels of development and he pondered on the Ready children statements in relation to each child.
Small group
Later in the day, Alex dressed a large doll (a Persona Doll named Poppy) in school uniform, and invited the children to think about what Poppy was looking forward to at school. The children then told the doll what they were looking forward to when they went to school.
Zuzanna – ‘Seeing my sister, and playing with dolls’.
Toby – “Playing outside in the big playground and in the school field”
Jasmine – “Painting at the easel – gluing”
Next he considered their concerns:-
Zuzanna – “When can I see my sister? Will I be in the same class as my sister?”
Toby – “When will I get to go outside? Will I have to sit down to write all the time?”
Jasmine – “Will there be play dough, messy play?” and “Where are the toilets? Can I go by myself? Jackie (foster carer) won’t know where to collect me from?”
Alex said, ”Let’s put our worries inside the worry monster. We can take the monster when we go to visit the new teacher at school, so that she will be able to know how to help you all. Poppy, the persona Doll, can come too. We can use an iPad or camera and take some photographs. You can all chose which ones to take… maybe it will be the toilets or the teacher? It might be the teaching assistants, the Premises Officer, and the Lunch time Supervisors? You could take pictures of your favourite toys.”
Alex also jotted down some other ideas in relation to the teacher’s visit to the setting and their visits to school:
- Create individual child passports with interests, strengths, and needs.
It is important to:
- Complete the passport with the child
- Include specific information that is relevant for the child and their family personalise it
- Ensure there is uninterrupted time to talk about the children, their personalities and their individual characteristics.
- Give time and space for the teacher to see the children and talk to them in their familiar environment. They could share their favourite / most recent part of their Learning Journey.
- Share the children’s favourite songs, stories and rhymes.
- Make transition/welcome boxes
- Pass on the Transition Progress Summaries.
- Talk to the teacher about the idea of creating a “joint display” which would be started in nursery, and then carefully transported to school to be arranged in the new classroom, where it could be completed when the children start school.
This good practice example describes the transition process and gives ideas of how to support individual children. There are examples of a small group activity, transitional notes, a transition plan for learning, a child passport, an example of a Progress Summary and a Transition Box. The key person is:
“Well informed and experienced in Early Year’s, Child Development and current initiatives”.
This attention to detail will inform the new key person in school, as they
“Create a learning environment which is welcoming, safe and suitable for everyone’s needs.”
Have you considered how to plan for transition throughout the year?
- Pacey has produced a useful example of a School Transition Timeline
Early in the Autumn Term, parents and carers will receive school admissions information together with a:
Ready for school leaflet Opens new window
When supporting parents, it is important to consider that each family is unique, with their own strengths and challenges. It is not who parents are, or where they live, that makes a difference, but what they do to support their children. Early years settings who prioritise working with families and take the time to give practical ideas about preparing for school can transform a child’s transition experience.
“Support families, giving ideas and information about getting ready for school”
This good practice example gives ideas for using the family leaflet including a poster, interactive display and planning for a school ready information evening.
How do you ensure that parents have all the information they need to prepare their children for school?
Pacey have produced some additional resources to share with parents
It is important to
“Build strong connections with families, and listen to what they say about their child”
The parents’ leaflet includes ‘child ready statements’ for a child developing ‘typically’ for their age. Starting points are different for each person, for example, a younger child, a child with developmental delay or an anxious child affected by difficult family circumstances.
Parents may be experiencing anxiety too. To provide effective support, it is important that practitioners have both a sound knowledge of child development and the ability to “tune in” to the individual child and family needs. Building genuine relationships with families is a crucial part of working together to promote being ready for school.
Conversations worth having - How well do you and your practitioners relate to all parents and carers?
“Give plenty of time for transition talks and visits, recognising that some families and children may need extra support”.
“Gather information from other professionals and use this to plan and provide appropriate learning and care”.
All children benefit greatly from transition visits. Some children will have identified special needs and /or disabilities. Others may have emerging needs which are not formally recognised. Children may have increased levels of anxiety or struggle to manage change due to past experiences or present family circumstances.
How do you ensure that transition plans take into account the needs of individual children and their families?
Children in care
Transition can be especially challenging for adopted children and children in care. The children will need sensitive support. There will need to be plenty of time to allow for liaising with other professionals and to ensure that appropriate support is in place. Early Years Pupil Premium funding can help to facilitate enhanced transition arrangements.
Further information to support children in care
Sharing Information
In order to provide good transition, it is important that practitioners
“Share and value relevant records and information to ensure schools provide continuity and ongoing progress in learning”.
Building good relationships is a key to effective transition and information sharing:
- How do you take initiative to build relationships with schools?
- Are you able to share special events throughout the year?
- Do you try to provide unhurried opportunities for teachers to observe children in their familiar setting, and spend uninterrupted time talking with their key person?
Think of creative ways of passing on helpful and relevant information to support future care and learning. Good information sharing helps to
“Ensure that what each child can do provides a starting point for their learning and development”.
Sometimes settings are concerned about data protection and are unsure about which information to share and who to share it with. Information sharing
Using the positive practice tool approach Donna, a new deputy manager asks her manager about what to pass on to school, how to engage with schools more effectively, and how to provide support for a less experienced practitioner.
“Build confidence and independence-thoughtfully praise each child’s efforts and achievements”.
Bringing closure to the pre-school experience is an important part of preparing children and families for the next stage of their journey; how do you celebrate each child’s unique contribution and achievements, and say goodbye to children and their families?
The summer holiday can provide a great opportunity to prepare for entry to school. It is important to view things from a child’s perspective and choose to
“Make learning fun!”
This example is written from a child’s view point. Child minder June provides memorable experiences which help children get ready for school. It includes:-
The following links provide key information about education for school age children in Leicestershire. Some families may need extra support. They may have recently moved into the area. Perhaps they are still adjusting to a different cultural environment, and new to learning English as an additional language. It is important to listen to parents and carers and sensitively find out if there is anything you can do to help them prepare for school.
School Admissions
The School Admissions page, which contains the 'Your Guide to Primary Education in Leicestershire' is useful to signpost parents/carers to. The guide also includes a section on deferred or part time starts.
If parents are considering ‘elective home education’ helpful guide lines are available.
Settings and schools have a responsibility to help ensure that all children are kept safe and have access to education. Please refer to Children Missing Education in the Early Years.
Helpful documents
The standards that school and childcare providers must meet for the learning, development and care of children from birth to 5.
Non-statutory curriculum guidance for the early years foundation stage (updated 2021).
Guidance by the sector, for the sector.
What to expect in the Early Years Foundation Stage: a guide for parents
This booklet helps parents/carers support their children’s learning and developing during their first five years, in relation to the EYFS.