Transitions

''Children may move between several different settings in the course of a day, a week, a month or a year...Children's social, emotional and educational needs are central to any transition between one setting and another or within one setting... Some children and their parents will find transition times stressful while others will enjoy the experience... Effective communication between settings is key to ensuring that children's needs are met and there is continuity in their learning.”

(DFES - Early Years Foundation Stage)

At Rose Buddies Childcare we aim for all children to develop transition resilience. This is the ability to understand and deal with changes both within and outside of the setting.

Transition concerns the changes a child encounters from one place to another. As children develop from birth throughout childhood they move, or transition, from one learning environment or setting to a new one. Often, these transitions involve a process of change that requires them to adapt their thoughts, feelings and behaviours to meet new expectations.

Some of the transitions they may experience during their time at Monarchs are:

From home to setting (settling in)

Between rooms / areas within Rose Buddies Childcare

Between settings

Rose Buddies Childcare to school

At times within the Nursery day (lunchtime staff changeovers, etc)

Between the setting and another provider during the working week

Extended care set ups

Interactions between Nursery and other professional agencies (speech therapy, etc)

Outside and Life transitions including:
- Moving home
- Parents / carers changing jobs
- Births in the family
- Deaths in the family
- Parents / Carers adopting / fostering children
- Divorce between parents / carers
- Same sex marriages
- Parents / carers re-marrying and introductions to step siblings
- Parents / Carers losing / changing jobs.

Transition from home to setting:

We aim to support this major transition through:

Welcoming all children and their families; Information for parents when their child first attends, e.g. Parent Pack, copies of Policies and Procedures, the role of the key person etc.

Sharing clear information prior to settling in as the beginning of a two way partnership process between parents/carers and Rose Buddies Childcare

Arranging a settling in session and providing a schedule that suits each child (and their family’s) individual needs

Ensuring a contact/key person is allocated for each child/family thus building on the partnership process (see key person policy)

Valuing the unique child and their individual contribution throughout the Nursery but especially through things like the All About Us, displays, family photo books, etc.

Clear channels of communication (the Nursery information and regular updates) outlining processes and policies and timetables, etc.

Respecting children’s choice of comforters from home and transition toys, etc.
The use of carefully chosen and appropriate resources and books that support this process.

Consultation with specialists; the English Teacher / EMA coordinator to support children who speak English as an additional language, e.g. staff using words in the child’s home language, VAK learning models. The SENCo for children who have learning difficulties, e.g. obtaining support from outside agencies.

Transition between rooms / areas within Rose Buddies Childcare:

When it is felt by practitioners and parents/carers that a child would benefit from moving to the next unit (this can be dependent on both the age of the child and their stage of development), we support the child and parent/carer in the following ways:

In advance of the transition, the new key person will find opportunities to spend time with the child, e.g. at singing time

Settling-in sessions arranged with the new area/room and with both old and new key persons

Welcome pack / information to the new area provided (if appropriate)

Key people liase with each other and share information, e.g. Learning Journeys etc

Where possible, children will be moved with their peers so they are accompanied by friends

Parents/carers are given an updated show around the new area if they wish

Transition between settings and with other agencies

Gathering permission from parent/carers to approach other settings

By establishing contact and a relevant information flow with other settings the child attends

Transition from Nursery to School

We recognise that starting school can be a worrying time for children and their families and the more that can be done to ease this transition the more positive experience it can be for all involved.

Using information gathered over time at the Nursery to fully and accurately inform the Transfer documents required by Thurrock.

Providing activities and opportunities to explore and discuss the process

Where appropriate or practical supporting contact with teachers and others where it is sought

We invite teachers/support staff to visit the child at the setting and make direct contact in particular where there are concerns about a child’s behaviour or development
Our practitioners visit the school with the children where this is possible.
We organise activities which reflect the transition process, e.g. school uniform role play and provide opportunities for children to express their concerns and fears
We complete transfer documents and give assessments of a child’s current progress within the EYFS.

Transition within the Nursery Day

Using the visual timetable and other means to support the changes throughout the day

Being sensitive to each child’s individual needs and responding accordingly

Outside / Life transitions

Young children will often experience outside / life transitions that can have an impact on their learning and development. We advise parents and carers to let us know about these events, so we can work in partnership to support the child and continue to promote their emotional well-being.

Life transitions may include: moving home, bereavement, birth of a sibling, loss of a family pet etc.

Our role and responsibilities are to:

Plan activities to help the child make sense of the situation
More focus and quality time with key person to be more attentive to their individual needs.
To work in partnership with parents/careers to plan how best to support the child and work together with parents to best support the transition.

The transition from one provider to another during the working week

When a child attends more than one setting or childminder we contact them and share information to provide the best outcomes for the child.

These include:

We obtain permission from the parent/carer to contact the other setting/childminder

Communication book that both settings can contribute to which include photographs of the key people and the setting as well as information about the child’s learning and development

Sharing information from Learning Journeys

Sharing behaviour strategies and planning ideas

How you can support your child and help build transition resilience?

Talk to your child and allow them times to discuss current and future changes

Books are a great “non-threatening” way of raising issues with children and giving them space to chat. Particularly if a recent transition is presenting challenging behaviour such as biting.

Share ideas/concerns with all adults important to your child so they will get clear and consistent messages and support

Allow children to have real and active involvement in changes where at all possible

Talk to others who have been through similar situations

Preparing your child for nursery by explaining you will leave them but you will come back and ensure your child is used to being left with other adults sometimes

Talk to your child about their key people

Allow time to talk through your child’s worries and concerns

Share information about your child during settling-in sessions

Be involved in the sharing of information between settings/childminder