ABSTRACT
This chapter focuses on transition from the setting to the school and what 'school readiness' means for teachers and practitioners. It describes the importance of identifying children's needs as early as possible to ensure they have the right support as they move to school; the graduated response enables teachers and practitioners to do this more effectively. The National Federation for Educational Research (NfER) suggested that transition from the early years foundation stage to primary school should be seen as a process, where 'transition may be viewed as one of adaptation'. The setting manager decided to further develop their approach to smoothing children's transition. The setting already had an internally developed approach to transition, honed through an action research project. Psychologists suggest confidence is related to children's own theories about, and conception of, learning which produces certain recognised patterns of behaviour when approaching new learning challenges.
