ABSTRACT
By the end of this chapter, you will be able to answer the following questions:
What do we mean by transition?
What are the key issues in transition from home to the early years setting?
Why is it more helpful to consider transition from the early years setting to the primary school in the context of ‘school unreadiness’?
How can I better prepare all children for the transition to primary school?
How do I identify children who may have special educational needs and how can I better prepare them for transition to primary school?
✓StandardsThis chapter will support your understanding of the following Teachers’ Standards (EY) (see Chapter 1, Appendix 1 for Standards):
Set high expectations which inspire, motivate and challenge all children. 1.1., 1.2, 1.3
Promote good progress and outcomes by children 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7
Demonstrate good knowledge of early learning and EYFS. 3.1,3.2, 3.3
Plan education and care taking account of the needs of all children. 4.1, 4.2, 4.3, 4.4, 4.5
Adapt education and care to respond to the strengths and needs of all children. 5.1, 5.2, 5.3, 5.4, 5.5
Make accurate and productive use of assessment 6.1, 6.2, 6.3
Safeguard and promote the welfare of children, and provide a safe learning environment. 7.2
Fulfil wider professional responsibilities. 8.1, 8.2, 8.3, 8.6, 8.7
In the best examples, staff from the early years setting and the school visited each other’s workplaces and discussed learning materials and assessment approaches so that continuity was assured. Comprehensive assessments of each child were shared, and children’s next steps identified and used to plan seamless transition in learning so that little time was lost.
(Ofsted, 2014: 10)