Our transition policy was most recently updated in 2016 and can be viewed here.
The Staff and Governing Body of Riverside Community Primary School are fully committed to the welfare of
each child. Care and attention is therefore given to each stage of the individual’s transition to, through and
beyond the school.
Aims of This Policy:
Entering a new situation (e.g. a new classroom and a new teacher) can be a stressful time, and some points of transition can be especially so due to changes in routines and curricular approaches. Rapid change can lead to insecurity and stress. Children under stress may become withdrawn and unresponsive or demonstrate inappropriate behaviour. Both extremes can inhibit learning.
It is therefore the aims of this policy to:
- Promote the smooth transition of children as they move into each new setting/class and/or key stage
- Prevent and alleviate stress
- Promote continuity of teaching and learning
Key principles on which we operate:
- The collection of information prior to the children starting in a new setting will be in cooperation and partnership with parents, existing staff, receiving staff and, if age appropriate, with the child
- Discussions and collection of information will focus on the whole child and not just child development or academic achievement. i.e. routines, interests, family unit, relevant medical information alongside any additional needs
- Timescales for transition are variable to meet the individual needs of the child.
- Children that may need additional help are highlighted and enhanced transition plans may be developed according to need.
- Other relevant information e.g. social care issues, special educational needs, looked after child etc (all compliant with Data Protection Act.) will be shared on a ‘need to know’ basis. Staff from both year groups are involved in joint transition meetings for SEN children who may need an enhanced transition plan.
Upon Entry To Nursery:
The following steps are taken to ensure that both the child and parents are confident, informed, happy and relaxed about the school.
- ‘New’ parents informal open day.
- ‘Stay and Play’ sessions.
- Information pack (including school prospectus) given to all parents.
- Individual (and private meeting) are offered with each new parent and the class teacher – usually as a home visit
- Riverside staff visit local pre-schools settings prior to new intake to allow the children to meet them and observe the children in familiar surroundings.
- Individual tours offered, and time for their child to stay and play in Nursery to get them acquainted with new surroundings.
- Staggered induction of children to ensure their key worker can spend time with them developing routines, settling in etc.
- Children who attend other settings and have a joint offer with our Nursery are tracked by half termly discussions with Staff- these include written reports/phone discussions as well as formal meetings where appropriate.
Nursery to Reception:
- Exchange of information for new children to school – Prospectus, Admission forms, familiarisation tour if required.
- Close links between reception and nursery staff – meeting to exchange information/nursery records.
- Handover information including Initial Needs, vulnerable pupils, achievement books
- Reception teachers to visit and meet/work with nursery children in their current setting prior to transition.
- Nursery children – arranged visits including story session, stay and play as well as time outdoors in the main playground and extended time on their reception class with teacher/support staff.
- Parents encouraged to visit into Reception classrooms.
- Welcome meeting for parents in July to explain the organisation, the day and so on.
- Phased attendance to allow children focused attention of staff.
- New parents welcome coffee mornings in September.
Reception (Early Years Foundation Stage) to Year 1(Key Stage 1):
We recognise that for some children this stage of transfer can be more problematic so we try and ensure a smooth transition. We have looked at several areas: familiarisation, approaches to teaching and learning and transfer of information.
At the end of the reception year, parents are given an introduction to year 1 leaflet.
- Attending key stage and whole school assemblies.
- Reception classes to watch KS1 Christmas productions, sports days and other key events.
- Joint playtimes with Key Stage 1 children and staff, with shared equipment/activities.
- Children encouraged to visit Year 1 to share good work.
- Year 1 teachers to spend time in summer term in reception classes – reading story, joining play sessions etc.
- Reception children to have several ‘play’ sessions in year 1 in summer term – some of this held jointly with year 1 pupils as ‘mentors’.
- Reception children to share story with year 1 teacher in year 1 classrooms in summer term.
- One ‘formal’ day spent in new classin Year 1 in July.
Approaches to Teaching and Learning:
In handover/transition meetings, all EYFSP information is shared as well as details about the charactersitics of learning. This is then used by year 1 staff to plan for need and progress. Key Stage 1 use provision areas and a play based learning approach in their planning and this may include:
- Opportunities throughout year for child initiated play.
- Opportunities for role play areas/reading/literacy/maths/creative/Design and technology as well as opportunities outdoors.
- Continued use of kinaesthetic teaching.
- Taking time to observe children in play activities that they have chosen themselves in order to assess their learning styles and adjust the learning experiences provided accordingly.
- The curriculum is planned to be continuous rather than ‘different’
Transfer of Information:
- Phonics Phase records passed on.
- Children that may need additional help are highlighted.
- Handover information including Initial Needs, vulnerable pupils, achievement books
Class to Class (KS1 to KS2 and through KS2):
Throughout the child’s time at Riverside smooth transition from class to class will be encouraged by:
- Weekly whole school and Key Stage assemblies.
- Y2 join KS2 assemblies in second half of summer term.
- Children encouraged to share good work with teacher of ‘next class’.
- Celebration of Work evening in Summer term
- Teachers meet in summer term to discuss cohorts, look at progress indicators and complete ‘handover’ documentation. This meeting also includes pupil progress discussions to ensure continued success.
- Receiving teachers may visit class for short spells in summer term e.g. guided reading or story sessions
- One formal day visit to new class and new teacher in July.
- Transfer of records: Inclusion passports , IPMs Initial Needs and SEN Registers, Achievement Books (including reports), tracking information
- To help with continuity and progress, the most recent key exercise books are also passed to the new class teacher.
- At the beginning of each year change, there is a ‘welcome to year _ meeting offered to parents.
- Information letters on website and to parents about new year group routines and requirements
Primary (KS2) to Secondary (KS3):
Transition work completed in 2nd half of summer term as appropriate.
- Two day visit to new secondary school – the first usually accompanied by Year 6 staff. During this day, the year 6 staff also hold meetings with year 7 form tutors.
- Link work as arranged during the year may include:
- Gifted and Talented holiday projects
- Sporting and cultural events hosted at the local Grammar School
- Headteacher attends termly cross phase meetings with local primary and secondary schools.
- Year 6 staff complete a profile for each child to pass onto secondary school. STA scores and other data transferred as soon as it becomes available.
- Identified children (SEN, LAC) receive additional support before and after transition (‘Success to Secondary’ scheme).
- Sencos meet and discuss enhanced transition plans.
- Year 7 children visit and talk to year 6 children
From time to time, pupils join the school at other points during the academic year. To aid with this type of transition, we would always expect to:
- Meet with parents before a child takes up place, tour the school/classroom, discuss educational needs
- Arrange for the child to visit, with or without parents, possibly over a series of days
- Contact previous school for records/information
- Arrange for parents to meet with the new class teacher
- The Learning Mentor system will place each new child under the care of a receiving adult who will help them settle, ensure a buddy/mentor is in place and liaise with parents as appropriate.
We recognise that for some children e.g. special educational needs, looked after children, children with English as an additional language, those with turbulent home backgrounds etc, transition may be a stressful
period of time that can affect their progress.
Hence we will ensure to identify those requiring special attention/support, at an early stage and provide a tailored and enhanced transition for these pupils. For those with a statement of SEN, the first formal transition meeting will be held during the summer term in year 5.
Feedback and Review
An Induction Survey is carried out in the Autumn Term, and approximately 1 month after each new intake, to measure how successful this policy is at key points of transition.
Policy reviewed May 2016 Review June 2017