ABSTRACT
This chapter looks at how the authors put theory into practice to support children's well-being during the transition process. It strikes the balance between recognising the potential stress and difficulties that children might face during transition while also maximising the benefits and development potential that supported and appropriate transition to new environments can bring. An ideal transition experience will enable every child to feel held in mind; to feel like a fish in water; and to feel a sense of belonging. Managers, head teachers, proprietors and governing bodies need to show that they are aware of the importance of transition by making it a priority. Practitioners need time to be allowed to focus on the settling process as well as the initial stages of meeting children and their families, making home visits, gathering and transferring information, etc.
