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Transitions

‘Quality transitions that are well prepared and child centred, managed by trained staff collaborating with one another, and guided by an appropriate curriculum, enhance the likelihood that the positive impacts of early learning and childcare will last through primary school and beyond.’

Starting Strong V, Transitions from Early Childhood Education and Care to Primary Education OECD 2017

Child Centred

• Start with the child — gain knowledge of the child’s early learning and childcare experience

• Listen to the child’s voice

• Design a bespoke transition around the child

• Build on the child’s care plan as the transition to P1 is being considered and well-planned

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Realising the Ambition – key features of positive transitions

Practitioners / teachers who recognise that for every child the transition experience is unique to them and who provide environments that are ready for children, that meet needs of the child and the needs of the family.

A shared understanding between practitioners and teachers of the benefits of children’s active engagement in planning their learning.

HGIOELC

2.6

Information about children’s learning, and achievements, particularly in key areas of early literacy, numeracy and health and wellbeing, is used effectively to ensure continuity in learning across the curriculum for all children.

Bespoke or enhanced transition arrangements for children with additional support needs.

HGIOS4

2.6

Transition arrangements ensure children and young people’s wellbeing and raise attainment.

Profiling is used to inform and improve future learning. They are used with children to discuss their progress to support continuity in learning at transitions.

Children are able to articulate their progress to key adults as they make the transition from one stage of learning to another.

Children are supported to make informed choices about the next phase of their learning.

Quality Framework 1.5 Very Good illustration

The approach to transitions places the child and their family at the heart of any decision-making process. Wherever possible, children are supported to transition when it is appropriate, and they are ready to do so. There is a wider focus on children’s development and learning and decisions are not solely based on children’s age.

Staff are sensitive to, and can recognise, where any change may impact on other children. They use flexible approaches and innovative ideas to enable children to maintain friendships where appropriate. Together these approaches support children and families to feel confident and secure as they move to another stage of learning or to a new setting.

Reflective Questions

HGIOELC 

2.6

How well do we work with parents/carers to ensure transitions are personalised, planned in advance and sensitively handled? How do we support parents/carers to adjust to change at key points of transition?

How do we support children to develop a positive attitude to change, and form new relationships to ensure continuity as they move across the setting?

What examples do we have of transitions being adapted to suit individual needs and circumstances? What difference has this made for children and families? 

How well do we ensure that transitions are child-centred, sensitively planned and implemented?

In what ways does information from profiling and personal learning planning ensure continuity and an appropriate pace of progress in learning for all children?

How effectively do we use transition information to plan progressive learning and developmental pathways for all children?

To what extent do we discuss children’s growing skills in early literacy, numeracy and health and wellbeing, as they move from one setting to another or on entry to primary school?

HGIOS4

2.6

To what extent are all children and young people supported so both their learning and social and emotional needs are addressed?

How effective are our transition arrangements in raising attainment of children and young people?

To what extent are we using information from profiling and plp to ensure continuity in learning for all children and young people?

To what extent does our curriculum provide opportunities for support and induction into the next phase of learning?

To what extent do transition arrangements offer children and young people opportunities to learn about change in a positive way?

To what extent do our processes for: involving children and young people; parents, carers and families; and partners and other agencies ensure effective transitions for all learners?

Quality Framework Improvement and Support

How well do we ensure that transitions are child-centred, sensitively planned and implemented?

How do we measure the positive difference our transition process is making to children and their families?

Further Reading/Research

Realising the Ambition: Being Me- Section 8- Transitions matter to me

Teach Early years 

https://www.teachearlyyears.com/a-unique-child/view/supporting-transitions-in-the-early-years

SSSC, Child development, Attachment/Transitions

https://learn.sssc.uk.com/apps/development/chapter-6/page-2.html

How good is our early learning and childcare (2016)

QI 2.6: Transitions pg. 35-36

https://education.gov.scot/improvement/documents/frameworks_selfevaluation/frwk1_niheditself-evaluationhgielc/hgioelc020316revised.pdf

Books for Children to support Transitions

https://www.booksfortopics.com/booklists/topics/pshe-emotional-literacy-citizenship/class-transitions/

Dunlop, A.W. and Fabian, H. (2007) Informing Transitions in the Early Years; Research, Policy and Practice, Journal of Early Childhood Research, 5,2. Sage Publishing.

OECD (2017) Starting Strong V: Transitions From Early Childhood Education and Care to Primary Education. Paris: OECD Publishing.

BESPOKE

FLEXIBLE

WELL-PREPARED

• Involve parents and carers in journey, valuing their bespoke knowledge of the child

• Provide opportunities to work across Early Learning and Childcare curricular links

• Ensure partnership working to gain knowledge and understanding of whole child development

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Realising the Ambition – key features of positive transitions

Collaboration between practitioners and teachers is focussed on planning a continuous early level curriculum experience

 

Induction programme that value parents knowledge of their child and the learning children bring with them to school

 

Priming activities which promotes parents’ active participation during the transitions process rather than being viewed as passive recipients of information and rule to be followed

HGIOELC

2.6

Parents/carers and children, (where appropriate), are actively involved with practitioners to sensitively plan and effectively manage transitions to meet children’s emotional and learning needs.

Information about children’s learning, and achievements, particularly in key areas of early literacy, numeracy and health and wellbeing, is used effectively to ensure continuity in learning across the curriculum for all children.

Planned opportunities enable practitioners to come together to develop a shared understanding of progress and pedagogy at all stages and across the early level.

Objective evaluations that seek and respond to the views of parents/carers, children and partners are used to develop and improve transition arrangements and programmes.

HGIOS4

2.6

There are planned opportunities for staff to come together to develop a shared understanding of progress across levels

Children and their parents are actively involved in planning transitions.

Quality Framework 1.5 Very Good illustration

Once transitions are agreed, there is a planned approach that is individual to each child and their family to enable them to feel secure with the changes. This is not limited to visits, but also includes other innovative ways to make connections and begin to build trusting relationships before permanent moves take place.

Reflective Questions

HGIOELC 

2.6

How effectively do we engage with parents/carers, children and other agencies to build up a clear picture of the child?

How effective are our partnership approaches (parents, health education, social service, third sector, other care services) when ensuring children’s wellbeing needs are being met?

In what ways do family and children’s views influence decisions about transitions within our setting?

How well do we link with other professionals to make a positive difference to children’s experience of transition?

HGIOS4

2.6

To what extent do staff have opportunities to develop a shared understanding of progress in learning across levels and into senior phase and effective approaches to teaching and learning?

How effectively do we use transition information to plan progressive learning pathways for all children and young people?

How effective are the opportunities we provide for children and young people to discuss their progress with key adults in supporting continuity in learning at transitions.

To what extent are we using information from profiling and plp to ensure continuity in learning for all children and young people?

To what extent does our curriculum provide opportunities for support and induction into the next phase of learning?

Quality Framework Improvement and Support

How effective are partnership approaches (parents, health education, social service, third sector, other care services) when ensuring children’s wellbeing needs’ are being met?

In what ways do families and children’s views influence decisions about transitions within our setting?

Further Reading/Research

Scottish Early Childhood and Families 

Attachment and transition

 

Pedagogies of Educational Transitions

European and Antipodean Research

 (2017)

Chapter 1, 2.6 Pedagogies in

Inclusive Educational Settings

How good is our school? 4th EDITION 2.6: Transitions pg. 42

Supporting Transitions In The Early Years (Supporting Early Learning) Paperback – 1 July 2008

by Liz Brooker (Author)

Hurst and Joseph (2008) Supporting Transitions in the Early Years. Berkshire: Open University Press.

• Create a culture that values the importance of transitions ensuring the child’s social, emotional and cognitive needs are understood, shared and built upon

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Realising the Ambition – key features of positive transitions

Induction programme that value parents knowledge of their child and the learning children bring with them to school

Priming activities which promotes parents’ active participation during the transitions process rather than being viewed as passive recipients of information and rule to be followed

HGIOELC

2.6

Objective evaluations that seek and respond to the views of parents/carers, children and partners are used to develop and improve transition arrangements and programmes.

HGIOS4

2.6

Children and their parents and carers are actively involved in planning transitions.

Quality Framework 1.5 Very Good illustration

Arrangements are in place to foster positive working relationships internally and across other settings children move to, such as local primary schools or another childcare setting.

Reflective Questions

HGIOELC 

2.6

How effective are our partnership approaches (parents, health education, social service, third sector, other care services) when ensuring children’s wellbeing needs are being met?

In what ways do family and children’s views influence decisions about transitions within our setting?

HGIOS4

2.6

How effective are our transition arrangements in raising the attainment of children and young people?

How effective are the opportunities we provide for children and young people to discuss their progress with key adults in supporting continuity in learning at transitions?

Quality Framework Improvement and Support

How do we know that our approach to transition supports best outcomes for children and their families?

Further Reading/Research

High quality transitions 

Principles of good transitions 3

Curriculum for Excellence Factfile-3-18 Transitions

Scottish Early Childhood and Families Transitions Statement

Ackesjö, H. (2014) Children’s transitions to school in a changing educational landscape: borders, identities and (dis)continuities. International Journal of Transitions in Childhood, 7, 3-15.

Bridges, W. (2013) Managing transitions: making the most of change. London/Boston: Nicholas Brealey Publishing.

Broström, S. (2002b) Problems and Barriers in Children’s Learning When They Transit from Kindergarten Class to School. In European Early Childhood Education Research Monograph, 1, 2003.

• Communication is well-planned and started in a timely manner

• Develop positive and flexible communication links with all stakeholders — the child, the family, the Early Learning and Childcare setting, receiving school and relevant partners

Explore More

Coming soon.

Reflective Questions

Coming soon.

Further Reading/Research

Every Child is Included and Supported: Effective Transition Procedures for Children and Young People with Speech, Language and Communication Needs

Transition to primary school

Pedagogies of Educational Transitions

European and Antipodean Research

 (2017)

Chapter 1, 2.3 Educational Transitions and Pedagogical Approaches

• Provide a continuous Early Level pedagogical approach to ensure progression in their learning pathways

• Gain knowledge of the child’s Early Learning and Childcare experience

Explore More

Coming soon.

Reflective Questions

Coming soon.

Further Reading/Research

Early Years Matters

https://www.earlyyearsmatters.co.uk/eyfs/positive-relationships/transitions/

Ensuring Quality Transitions from Early Years’ Establishments into Primary Schools: Putting Research into Practice

https://www.frontiersin.org/articles/10.3389/fpsyg.2021.499917/full

Pedagogies of Educational Transitions

European and Antipodean Research

 (2017)

Part III, Continuity and Change as Children Start School

-Continuity and Change as Children Start School pg133

How good is our school? 4th EDITION

2.6: Transitions pg. 42

https://education.gov.scot/media/2swjmnbs/frwk2_hgios4.pdf

Broström, S. (2002a) Communication and continuity in the transition from kindergarten to school. In Transitions in the early years: Debating Continuity and Progression for Children in Early Education. H. Fabian and A.W. Dunlop (Eds) London: Routledge Falmer.

Fabian, H. (2003) Empowering children for transitions. In Transitions for the early years debating continuity and progression for children in early education. (Eds) Hilary Fabian and Aline-Wendy Dunlop. London: Routledge Falmer.

The content of this website is based on the information from the Realising the Ambition: Being Me (2020). Realising the Ambition (RtA) is the national practice guidance for Early Years (0-8) in Scotland  This website also uses images from Realising the Ambition.  RtA can be found on the Education Scotland Website here: Realising the Ambition | Resources | National Improvement Hub (education.gov.scot)

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