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Practice
Curriculum and Standards
Local Authorities, Early Years Practitioners & Teachers in Key Stage 1, Heads of children’s centres, Headteachers and Managers of early years settingsStatus: Recommended
Date of issue: 03-2006
Ref: 0267-2006DCL-EN
Seamless Transitions – supporting continuity in young children’s learning
Transit
ion M
atters
City of York
EDS,
Early
Years,
Extended
Schools
and
Comm
unity
Service Sh
ared
Founda
tion
Comm
unity
Partnership
s
The
Educ
atio
n an
d Dev
elop
men
t
Serv
ice co
ordi
nate
s the
app
roac
h
in im
prov
ing
trans
ition
by
exte
ndin
g an
d in
volvi
ng o
ther
serv
ices.M
any c
omm
uniti
es w
orke
d to
geth
er
to fi
nd cr
eativ
e an
d in
nova
tive
ways t
o
rein
forc
e as
pects
of t
heir
partn
ersh
ips
e.g
oppo
rtuni
ties f
or ch
ildre
n to
be to
geth
er fr
om d
iffer
ent s
ettin
gs
(out
door
s, dr
ama
and
danc
e stu
dios
),
and
for p
racti
tione
rs to
lear
n ho
w eac
h
secto
r wor
ks.
How ca
n we
draw
upo
n th
e pr
incip
les o
f the
Foun
datio
n St
age
Gui
danc
e to
info
rm p
olicy
and
prac
tice
at K
ey S
tage
1?
Parent
Year
2child
Teachin
gAs
sistant
StMa
ry’s
CEPrimarySc
hool
How ca
n we
enco
urag
e an
d
supp
ort s
moo
th tr
ansit
ion
thro
ugh
the
Foun
datio
n St
age
and
in to
Year
1 th
roug
h th
e
crea
tive
use
of IC
T?
The
ICT
cons
ulta
nt h
as w
orke
d
toes
tabl
ishef
fecti
vetra
nsiti
ons
acro
ss th
e Fo
unda
tion
Stag
e
and
Key s
tage
1 in
the
lear
ning
and
teac
hing
of I
CT.
Y1teache
r
StPaul’s N
ursery
School
andSt
Paul’s C
E
PrimarySc
hool
Reception
teache
r
Wha
t hav
e Yo
rk sc
hool
s bee
n do
ing
to fu
rther
dev
elop
tran
sitio
n
betw
een
Rece
ptio
n an
d Ye
ar 1
? Fo
r exa
mpl
e:
Impr
ovin
gstaf
f
expe
rtise
Y1 te
ache
r spe
nt ti
me
obse
rvin
g in
rece
ptio
n an
d
talke
d to
diff
eren
t gro
ups o
f
child
ren
Supp
ortin
gle
arni
ng
and
teac
hing
Impr
ovin
g ad
ult:
pupi
l rat
io, f
ull t
ime
TA in
YR-
Y1
Hel
ping
child
ren
feel
secu
re
Shar
ing
YR re
sour
ces
that
are
fam
iliar
for t
he
child
ren
with Y
1.
Build
ing
onch
ildre
n’s
prio
r know
ledg
e
Mak
e in
form
atio
n fro
m
FSP
asse
ssm
ent m
ore
acce
ssib
le fo
r Y1
teac
hers
Enga
ging
Pare
nts
Pare
nts i
nvite
d in
as o
ften
as th
ey w
ante
d in
Y1
thro
ugh
first
6 wee
ks to
see
it in
actio
n. A
lso in
vited
into
a
liter
acy
and
mat
hs le
sson
.
Pare
nts/
care
rsin
vited
to a
ccom
pany
child
ren
on th
e
mor
ning
s whe
n ch
ildre
n vis
it ne
w cla
ss Y
R
Y1
Family
Learnin
g
How ca
n we
gain
par
enta
l sup
port
to a
id tr
ansit
ion?
The
Fam
ily Le
arni
ng D
epar
tmen
t foc
used
on
the
invo
lvem
ent o
f par
ents
and
care
rs in
thre
e Sh
ared
foun
datio
n Com
mun
ity P
artn
ersh
ips.
Parent
Parent
thei
r fam
ilies
the
oppo
rtuni
ty
to a
cces
s sea
mle
ss h
igh
qual
ity
care
and
edu
catio
n as
they
mov
e
thro
ugh
the
foun
datio
n sta
ge
irres
pecti
ve o
f the
setti
ng th
ey a
ttend
or th
e co
mm
unity
they
live
in.In
the
City o
f Yor
k, E
arly
Year
s pra
ctice
is
unde
rpin
ned
by a
polic
y cal
led
Shar
ed
Foun
datio
n Com
mun
ity
Partn
ersh
ips.
Thes
e
partn
ersh
ips a
im to
give
child
ren
and
A‘Tr
ansit
ion
Tool
kit’
was d
esig
ned
to su
ppor
t the
dev
elop
men
t of
trans
ition
pra
ctice
for c
hild
ren
from
birt
h to
six.
At S
t Mar
y’s w
e co
mpl
etel
y
trans
form
ed th
e who
le
appr
oach
to te
achi
ng in
Rece
ptio
n an
d in
Key
Sta
ge 1
.
How ca
n we
cont
inue
to su
ppor
t and
deve
lop
trans
ition
thro
ugh
the
Shar
ed
Foun
datio
n Co
mm
unity
Par
tner
ship
s?
Ref: 0
271-
2006
POS-
EN
Aco
rn P
ress
03-
2006
TTranssit
ionMa
ttters
rans
City
s ton
yof
Matt
f Yo
trs
rk
EDS
Exten
Com
Howca
nwe
con
Ye
Early
S,
Schoo
nded
Ser
mmunity
ntin
ueto
supp
ort a
n
ears,
and
ols rvice
nd
How ca
nTh
e Fa
min
volve
foun
daL
Family
n we
gain
pare
ntal
s
mily
Lear
ning
Dep
art
emen
t of p
aren
ts an
dar
atio
n Com
mun
ityP
Learnin
gsu
ppor
t to
aid
trans
i
tmen
t foc
used
on
the
d ca
rers
in th
ree
Sha
rtner
ship
s.tio
n?e
red
Man
y com
mun
i
to fi
nd cr
eativ
e
rein
forc
e as
pect
e.g
oppo
rtuni
tie
beto
geth
er fr
om
Howca
nwe
con
deve
lop
trans
it
Foun
datio
n Co
m
ties w
orke
d to
geth
er
and
inno
vativ
e way
s
tsof
thei
r par
tner
shi
esfo
r chi
ldre
n to
mdi
ffere
ntse
tting
s
ntin
ueto
supp
ort a
n
ion
thro
ugh
the
Sha
artn
ersh
ip
mm
unity
P
rs t
o ip
s
ndar
edps
?
beog
ee
o
(out
door
s, dr
am
and
for p
racti
tio
secto
r wor
ks.
The
Educ
atio
n a
Serv
ice co
ordi
n
in im
prov
ing
tra
exte
ndin
gan
did
ee
segs
ma
and
danc
e stu
dio
oner
s to
lear
n ho
w e
and
Devel
opm
ent
ates
the
appr
oach
ansit
ion
by
invo
lving
othe
rs),ea
ch
Sha
Comm
Ith
Citf Y
Fou
aredPar
munit
yk
El
YYunda
tion
rtnershipp
s
Parent
exte
ndin
gan
di
serv
ices.
o
rans
ition
TTo
TA
‘to
supp
ort t
he d
trans
ition
prac
ti
from
birth
tosix
invo
lving
othe
r’ w
as d
esig
ned
olkit
deve
lopm
ent o
f
icefo
r chi
ldre
n
x.
Inth
eCity
ofY
ears
pra
ctice
YYe unde
rpin
ned
polic
y cal
led
Foun
datio
n
artn
ersh
ip
P partn
ersh
ip
ork,
Early
YYo isby
a
Sha
red
Comm
unity
s. Th
ese
psai
mto
Parent
CEMa
ry’s
St
S
Pi
s hl
give
child
thto
ren
and heir
fam
ilies
the
op
oac
cess
seam
less
ppor
tuni
ty
high
qual
ity
Paul
Stand
School
Nursery
l’s
Paul’s
Std
y CE
How ca
n we
dra
Foun
datio
n St
a
and
prac
tice
at
CE aw u
pon
the
prin
cip
ge G
uida
nce
to in
fo
Key
Stag
e 1?
Sc
Primary
At S
t Mtra
nsfo
appr
o
les o
f the
rmpo
licy
chool
’s we
com
plet
el
Mar
yor
med
the
whole
oach
tote
achi
ngin
y
toca
thir
seo
th
oac
cess
seam
less
are
and
educ
atio
n
hrou
gh th
e fo
unda
resp
ectiv
e of
the
ettin
g th
ey a
ttend
r the
com
mun
ity
hey l
ive in
.
high
qual
ity
n as
they
mov
e
atio
n sta
ge
Hosu
than
cre
and
School
Prima
ow ca
n we
enco
urag
uppo
rt sm
ooth
tran
si
roug
h th
e Fo
unda
tio
ear 1
thro
u
nd in
toYYe
eativ
eus
eof
ICT?
Pauls
Std Sc
hool
ry
ge a
nd
ition
on S
tage
ugh
the
CE
Y
appr
oec
epR
hild
2
oach
tote
achi
ngin
eySt
ag
tion
and
in K
ge 1
.
cre
Thto
acan
lea
eativ
eus
eof
ICT?
he IC
T co
nsul
tant
has
tr
effe
ctive
esta
blish
cros
s the
Fou
ndat
ion
ey st
age
1 in
the
ndK
arni
ng a
nd te
achi
ng
s wor
ked
rans
ition
s S
tage
e
.
of I
CTT.
Te
Year
Assis
tant
eaching
Parentchild
2
Recepti
teach
Y1
teache
r
ionhe
r
o
TeW
hat h
ave
YYoec
e
betw
een
Ror
k sc
hool
s bee
n d
Assis
tant
eaching ear 1
eptio
n an
d YYe arP
Enga
ging
doin
g to
furth
er d
?Fo
r exa
mpl
e:
rent
sde
velo
p tra
nsiti
onn
Impr
o
tff
ovin
gSu
p
Ipu
lear
ning
ppor
ting
teac
hing
and
Impr
ovin
g ad
ult:
ATTAupil
ratio
, ful
l tim
e
hild
on
Build
ing
d
ents
invit
e
P first
6 wee
aren
ts in
vite
aren
ts/ca
Pm
orni
ngs
aren
ts/ca
Ped
inas
yi h
edin
as o
ften
as th
ey
liter
acy
and
mat
hs
eks t
o se
e it
in a
ctio
n
are
when
child
ren
visit
n
arer
s inv
ited
to a
ccom
y Ali
ited
into
a
l
y wan
ted
in Y
1 th
rou
s les
son.
n. A
lso in
vited
into
a
Y1
lYR
new
class
YR
mpa
ny ch
ildre
n on
the
Y1
Hel
pf
Shar
ith
atar
chi
ugh
11e
child
ren
ping se
cure
feel
ng Y
R re
sour
ces
re fa
mili
ar fo
r the
ldre
n with
Y1.
Impr
oxpeex
lkd
dY1 te
ache
hi
obse
rvin
g in
chi
talke
d to
diff
e
staf
f
ovin
gpe
rtise
ep
onan
deldld
ren
fere
nt g
roup
s of
p
time
ersp
ent t
ime
n re
cept
ion
and
Y1-
A in
YR
TTA
child
on
Build
ing know
led
prio
rFS
PFS
P as
sess
men
t m
Mak
e in
form
atio
n
acce
ssib
le fo
r Y
teac
hers
’s
dren
dge
omm
orefro
mY1
Our overarching aim was to
address the specific n
eeds of ch
ildren
and families at points o
f transitio
n with a focus on those for w
hom
communication poses particular ch
allenges; especially w
here
children have an autistic co
ndition or w
here children and
families sp
eak English as an additio
nal language.
The Wandsworth Tra
nsition and Continuity
project has fo
ur themes:
Listening to ch
ildren; Communicating with parents;
Creating
a
ppropriate conditio
ns for le
arning; Building a collaborative
network, with the co
mmon thread of ‘Liste
ning, reflectin
g
and responding’ ru
nning through them all.
Overwh
elmingl
y the ch
ildren’s
favourit
e image
s were o
utdoors
.
I like go
ingdow
n the
slide. I
likeplay
ingmag
ic
waterf
alls, we
tickle d
own
andwe p
retend the
stairs a
re arock
.
The Coram Family ‘List
ening
to Young Children’ m
aterials
have been an invaluable tool.
The impact h
as been profound
as teachers g
ain greater
insight into ch
ildren’s minds
and adapt provision in direct
response to their needs.
We took photos of the children on our
home visits and saw how their faces lit up when
they held their special toys.The photos and the toys
became important links between home and school,
inspiring their firs
t recorded work.
I’mlook
ingforw
ardto g
oing
outside
in the p
laygroun
d
withthe
bigchil
dren.
I’mlook
ingforw
ardto
having
a new tea
cher
because
I’mnea
rly
getting
bigger.
We feel w
e know the
childre
n much
better
thisyea
r; we co
uldsee
their
person
alities.
Watching recordings of children
expressing their feelings about the
move to Year 1 put their voices at the
centreof the teachers’
discussio
ns
about eachchild’s stre
ngths and needs.
Sir James BarriePrim
ary School
has found better ways of listening
to parents and children from many
countries of origin, including
refugees from war-torn countrie
s.
Somali translation of Sir James
BarrieSchool’s inductio
n form.
Through building a collaborativenetwork, the three sch
ools
reflected on the outcomes of the project.
They recognised the importance of rites of
passage at significa
nt points of transition.
what’s r
eally im
portant
forthe
childre
n
at the p
ointof t
ransition
.
Communicating withparents about the rationale and the
changes to the curriculum and organisation has been esse
ntial.
The Open Day generated a sense of belonging for the new
families because the school demonstra
ted its commitment to
listen by providing interpreters, translators and representative
s
from different cultures within the community. Teachers have become more adept at perso
nalising
the learning. The handing on of assessm
ent
information is essential to ensure that planning
is attuned to children’s needs and builds
effectively on their prior learning.
Honeywell Infants School developed a creative
learning environment in Year 1 by adapting a range
of organisational strategies, taking into acco
unt the
learning styles and maturity
of the children.
We rid ours
elves of
needles
s bagga
ge as we
strippe
d
ourorg
anisatio
n back t
o what r
eally m
atters a
nd not
justdoin
g things
because
we alway
s did. C
hildren
are
better
learner
s and tea
chers a
re bette
r teach
ers.
There i
s more
time fo
r indivi
dual fe
edback
on what
childre
n have a
chieved
I can se
e how the
childre
n’s
writing
hasimp
roved bec
ause
they ha
ve more
time to
develop
extend
ed writing
project
s and
I like it
when we
talkto a
friend abo
ut what
we are d
oing.
Ref: 0267-2006POS-EN
Acorn Press 03-2006
Supporting indi
vidual approa
ches to transi
tion
Devon
Key features
of
effective pra
ctice
It’s a team effort in Reception. All the staff seamlessly
incorporate all children in the class. Katherine is not
exclusively with the Learning Assistant and is not made to
feel different. Teacher
We feel, it’s a shining example of how
inclusion can work. Teacher
Arrangements would be made ‘for whatever she needs’.
Head Teacher
Olly had made. Paediatricia
n
We are sure he will be
happy knowing that so
much input has been
given to the school.
Parents
Mum is so supportive – she’s
part of the team. She values
the way the whole school
community has embraced
her daughter. Teacher
The transition meeting
was an opportunity to
celebrate inclusion by the
whole school community.
Parent
Working with any child is
part of a constant learning
process. We need to keep
Teacher
The school has raised the
awareness of the importance
of embracing difference,
changing attitudes which have
paved the way for others.
Teacher
As his Pre-school Advisory Teacher I felt more than the usual
sense of responsibility as his needs were so complex. Portage
had done such a good job over a long period and mum was anxious.
I felt that it was vitally important to make a good relationship
with her and keep her informed regularly.
Pre-school Advisory
Teacher
The Joint Agency Team closed
the gaps. Parent
The strategies for him means its
inclusive for all as all children
Nursery staff
Use of a Key Worker to provide a single point for
information.
Good pro-active planning and preparation, in plenty
of time (3 terms ahead).
Flexibility of approach.
Time for professional input.
Good multi-agency communication and liaison with
parents for information sharing.
Open dialogue between parents and professionals
to support working together.
Training to underpin knowledge – empowering
parents, settings and schools.
Development of good links between settings.
Seeing the child as a learner – child first.
Continuity of Practice – focus on positive achievements.
Good observation, assessment and reflection.
Shared expertise and common goals.
Ref: 0269-2006POS-EN Acorn Press 03-2006
Key elements of effective transitionNorth SomersetPoints of transition are a critical
time for young children and
need to be managed by schools
sensitively, providing continuity
rather than fracture.
Practices aimed at supporting continuity:
Effective communication with:
Practices aimed at supporting continuity:
Continue the development of play based enquiry
Organise time for child initiated activities
Use cross curricular links to maintain purpose
and contextDeploy familiar adults wherever possible
Share resources between Foundation Stage and KS1
Continue with a similar routine and gradually adjust
Ask the children what they would like
Encourage children to move up in friendship groups
Promote peer observations between Foundation
Stage and KS1.
Practices aimed at supporting continuity:
Create a more flexible timetable, allowing
children more time to work in depth
Plan a project linking the Foundation
Stage to Key Stage 1As starting points in Year 1, use any of
the learning goals not yet achieved
Link the skills within the National
Curriculum Programmes of study to
the skills based Foundation Stage
Practices aimed at supporting continuity:
Accessible and clearly labelled
resources to promote decision making,
independence, responsibility and choice
A range of challenging and stimulating
resources to support delivery of the curriculum
Stimulating displays that encourage children to
make connectionsFlexible spaces
Practices aimed at supporting continuity:
Make opportunities for Year R and Year 1 teachers to:
discuss individual childrenobserve YR children while still in the Foundation Stage
review the formative evidence gathered for the FSP
have discussions with the children
have discussions with parents
use the FSP to inform planning at the start of Year 1
The observations of reception children showed
us the value of having a balance of adult led and child
led activities – in their play the children were constantly
returning to things they had
been taught.Year 1 Teacher
Assessment for Learning
If we ‘share’ the children between the Foundation
Stage and KS1 but not engage or share aspects of
pedagogy, then we may fail to build on children’s
existing capacities, their strengths and interests.
Reception Teacher
Communication
Rationale
Curriculum
Pedagogy
When you see the children moving freely from activity to
activity, in and out, you realise
you cannot just sit them at desks or on a mat in your classroom because they have spent a year making their own decisions.Year 1/2Teacher
Environment
Researcher: Is there anything you don’t like
about being in Year 1?
First boy: Being on the carpet for a long time
Second boy: Neither do I because it’s boring
First boy: And it wastes our time playing
Second boy: It wastes your life
NfER Research: A Study of the Transition from
the Foundation Stage to Key Stage 1 (2005).
The skills I have taught them …I have seen them
take those skills so much further in all sorts of
ways in play. I never want to go back to sitting
children down and working the way I was before.
Year 1 Teacher
Practices aimed at supporting continuity:
Support from the Head Teacher and SMT
Support from the Local Authority
Parental supportPreparation and planning time
Funding
Making it Happen
No-one sees themselvesas a failure this year. That’s a big change. Year 1 Teacher
Last Autumn term, whenI walked around the
whole school, I saw superb teaching. When I walk around this autumn
term, I amseeing superb learning going on. Head Teacher
The Key Elements of Effective Transitionhave been written to guide schools in finding ways of preserving the best of Foundation Stage pedagogy while recognising that KeyStage 1 is different without making it too different too quickly.
ChildrenFoundation Stage Colleagues
ParentsColleagues throughout Key Stage 1 and 2
Senior Management Teams, particularly
subject coordinatorsGovernors
Ref: 0272-2006POS-EN Acorn Press 03-2006
A creative orientation to learning
Kirklees
CCL Session – observations KS1
Areas of Strength Identified:
the quality of adult interaction increased the children’s
motivation, concentration, persistence and successful
completion of a task
the observations of children’s learning supported
on-going teacher assessments, tracking children’s
progress and development in all areas of the
curriculum, whilst increasing understanding of
individual children’s needs
Questions – Future developments?
Can children participate in the
planning of learning intentions?
Could this instil a greater ‘energy’
into independent work?
KS1 Practitioner Voice
Recognising the value of standing back
to observe children on child initiated.
I don’t feel that children
are as excited about learning
now that the curriculum is
more compartmentalised
and imposed, even though
we have tried to keep our
child centred approach
alive!!!! KS1 practitioner
Practitioner voice – initial views
CCL Session – observations Y5/6
Areas of Strength Identified:
children understood expectations in CCL sessions, gained
confidence in making their own decisions and took
responsibility for their learning.
quality adult interactions supported effective learning.
Data from observations of Confident Creative Learning (CCL)
sessions at KS1 and KS2 was analysed and provided evidence
that involvement levels had significantly increased.
Extract from
Governors report
to parents
Why did we feel it
necessary to review
the arrangements
for transition from FS
to KS1?
Would a creative
orientation to learning
in KS1 build on the
strengths of EY’s practice?
Would a similar style ofin KS2?
Will it increase the
involvement of young
children in their learning?
How can we share our
thinking with the whole
school community?
My feelings are that we need
to consider the CCL learning
opportunities, and continuity
throughout the Foundation
stage, KS1 and KS2, not just
FS to KS1. KS2 practitioner
Confident creative
learning sessions
have continued to
be successful. The
Phase managers
have suggested the
development of CCL
to a whole school
session to extend
cooperative and
collaborative skills.
Involvement of Pupils in the evaluation
and development of CCL
When you have a plenary you can share a
really good piece of work and it can inspire
other people. It’s better now cause you
can negotiate to do what you want but,
you have to say why and have a reason for
learning. Isabel
If we had a whole day to do CCL we could
do more things and do them better.
Ashley
When children
show high levels
of involvement
adults become
more engaging
and when adults are
more engaging
childrenshow more involvement.
Pascal/Bertram
We believe that high levels of involvement and self-esteem are important for all
learners and that the continuous curriculum is the ideal vehicle to deliver this.
It should provide opportunities for questioning, exploration and thinking – learning!
Therefore the Confident Creative Learning sessions form a vital part of every child’s
experience in the Early Years, KS1 and KS2.
We believe that this significant impact was due to our
commitment to the introduction of a more creative
orientation to learning.
The story so far…
The school’s VISION is – to create confident learners with a personal
vision and a developing appreciation of life.
At Linthwaite Clough Junior Infant and Early Years School we believe that a child’s
journey through each phase, and from each phase to the next, should be a continuous and
seamless progression. These transitions need to be planned and reviewed, as are other
aspects of school life, if they are to be successful.
Ref: 0268-2006POS-EN Acorn Press 03-2006
Successful Transitions, listening to parents
Bristol
Easier to meet individual parents’ needs when
talking to a very small group than trying to address
a hall full of parents. Practitioner
Parents are the
child’s first
educators… so
if we can ease
the anxieties
in the parents
then it will be a
better process
and smoother
transition for
all involved.
PractitionerW
e can all ask questions
and they make sure
we understand what’s
going on.
Parent
Getting to know
eachother
Making links withhome
Meeting theneeds of
all childrenEverything I want or I need to know I have just
got to ask and everybody’s telling me everything.
Parent
For parents, knowing that we actually listened to them,
really value what they say and try to act on the needs
that they expressed. Practitioner
We will be constantly reviewing our practice and listening
to the parents as well as the children. Practitioner
Reflection andongoing
development
I feel I’m getting to know parents much better
instead of a sea of faces I’m actually beginning to
build a relationship with these parents.
PractitionerI think it’s really good
that they get to meet
their teachers’ first, get
to know their
classrooms where
they’re going to
be going.
Parent
It’s not just a line where you
go from one to another. It’s a
gentle process to ease them
into reception from Nursery.
Parent
One of their worries was
not knowing who their class
teacher was going to be and
what they looked like.
Practitioner
Building children's
confidence
We can share
information in a very
relaxed way but in a
confidential way.
Practitioner
You actually get to know
the teacher before you
go in, you’re more at
ease so then that helps
it make it easier for
your child. Parent
Starting school booklets
It put all my worries aside…
the kids can look at it too.
My son can look at it at
home, put his mind to rest.
Parent
Parents wanted to
know would there be
story time and play in
the curriculum so we
put that information in
the booklet.
Practitioner
Easy to follow, know who
the staff are and
nice to see what
the children have
got to say.
Parent
It’s reassuring
for the children
having their
parents there
for something
quite new, like
having to choose
food.
Parent
Lunchtimes and
special days
It gives everybody chance to get to know everybody.
Parent
Their confidence has
definitely been raised
and therefore their
dispositions for
learning are
better at the
start of school.
Practitioner
We need to show them
where the toilets
are and when
to bring their
book bags.Child
Ref: 0270-2006POS-EN Acorn Press 03-2006
Contents
1. Introduction 3
2. How to use this resource 5
3. The Foundation Stage Transition Projects 6
Bristol 6
Devon 8
Kirklees 10
North Somerset 12
City of York 14
Wandsworth 16
4. Useful websites and publications 18
•
•
•
•
•
•
2 Primary National Strategy 0267-2006DCL-EN | © Crown copyright 2006
1. Introduction
Right from the start, babies and young children manage changes in their lives on a daily basis. When small changes are supported by responsive, knowledgeable adults, children will gradually discover that their world is a safe and predictable place. As strong and competent learners, this will stand them in good stead when faced with the challenge of experiencing the bigger changes that will inevitably come their way.
These bigger changes, for many children, include moving from home to a childminder or early years setting for the first time, and a range of other transitions as they progress through the Foundation Stage and into Key Stage 1. They will respond in different ways, some with confidence, others with more apprehension, but so many adjustments are likely to have profound and long lasting effects if the importance of maintaining coherence and continuity is not well understood. Children’s confidence will be enhanced when changes happen gradually, and when time is prioritised to support these transitions with sensitive planning and preparation.
One of the main recommendations from the National Federation for Educational Research (NfER) publication A Study of the Transition from Foundation Stage to Key Stage 1, is that transition should be viewed as a process rather than an event:
‘the process of transition may be viewed as one of adaptation. This study has shown that the best adaptation takes place where conditions are similar, communication is encouraged, and the process of change takes place gradually over time’.
NfER, March 2005
Much has happened since this report was published to raise awareness of the nature of effective transitions and the importance of providing continuity of experience for young children and their families. Funding
3© Crown copyright 2006 | 0267-2006DCL-EN Primary National Strategy
has been prioritised to support training, particularly in the transition from the Foundation Stage to Year 1 and many Local Authorities have now developed and published excellent guidance of their own. There is evidence that all this is having an impact and that practitioners, parents, early years settings and schools are working collaboratively to strengthen their transition practices (Ofsted, 2005).
While it is impossible to capture all the innovative work that is happening around the country, this publication aims to disseminate examples of effective practice that will stimulate professional dialogue, encourage reflection and support further training to develop seamless transitions throughout and beyond the Foundation Stage.
These materials reflect the learning journeys of the six Local Authorities participating in the Foundation Stage Transition Project between October 2004 and October 2005. Funding was provided for each to extend their work on an existing project, developing effective transition practice within the Authority. The Local Authorities were specifically chosen to illustrate different points of transition, from setting to setting, from nursery to school, and from the Foundation Stage to Key Stage 1, and different perspectives, strengthening inclusive practice and improving the experience for children and their families.
The Local Authority projects are all at different stages of development asevidenced in the diverse nature of these materials but they all share common principles and approaches which reinforce the NfER recommendations.
4 Primary National Strategy 0267-2006DCL-EN | © Crown copyright 2006
2. How to use this resource
Each of the six Local Authorities has a dedicated section on the CD with details of their project. Additional material including case studies, publications, video footage and presentations can be accessed by hyperlinks.
© Crown copyright 2006 | 0267-2006DCL-EN Primary National Strategy
Transit
ion M
atters
City of York
EDS,
Early
Years,
Extended
Schools
and
Comm
unity
Service Sh
ared
Founda
tion
Comm
unity
Partnership
s
The
Educ
atio
n an
d Dev
elop
men
t
Serv
ice co
ordi
nate
s the
app
roac
h
in im
prov
ing
trans
ition
by
exte
ndin
g an
d in
volvi
ng o
ther
serv
ices.M
any c
omm
uniti
es w
orke
d to
geth
er
to fi
nd cr
eativ
e an
d in
nova
tive
ways t
o
rein
forc
e as
pects
of t
heir
partn
ersh
ips
e.g
oppo
rtuni
ties f
or ch
ildre
n to
be to
geth
er fr
om d
iffer
ent s
ettin
gs
(out
door
s, dr
ama
and
danc
e stu
dios
),
and
for p
racti
tione
rs to
lear
n ho
w eac
h
secto
r wor
ks.
How ca
n we
draw
upo
n th
e pr
incip
les o
f the
Foun
datio
n St
age
Gui
danc
e to
info
rm p
olicy
and
prac
tice
at K
ey S
tage
1?
Parent
Year
2child
Teachin
gAs
sistant
StMa
ry’s
CEPrimarySc
hool
How ca
n we
enco
urag
e an
d
supp
ort s
moo
th tr
ansit
ion
thro
ugh
the
Foun
datio
n St
age
and
in to
Year
1 th
roug
h th
e
crea
tive
use
of IC
T?
The
ICT
cons
ulta
nt h
as w
orke
d
toes
tabl
ishef
fecti
vetra
nsiti
ons
acro
ss th
e Fo
unda
tion
Stag
e
and
Key s
tage
1 in
the
lear
ning
and
teac
hing
of I
CT
Y1teache
r
StPaul’s N
ursery
School
andSt
Paul’s C
E
PrimarySc
hool
Reception
teache
r
Wha
t hav
e Yo
rk sc
hool
s bee
n do
ing
to fu
rther
dev
elop
tran
sitio
n
betw
een
Rece
ptio
n an
d Ye
ar 1
? Fo
r exa
mpl
e:
Impr
ovin
gstaf
f
expe
rtise
Y1 te
ache
r spe
nt ti
me
obse
rvin
g in
rece
ptio
n an
d
talke
d to
diff
eren
t gro
ups o
f
child
ren
Supp
ortin
gle
arni
ng
and
teac
hing
Impr
ovin
g ad
ult:
pupi
l rat
io, f
ull t
ime
TA in
YR-
Y1
Hel
ping
child
ren
feel
secu
re
Shar
ing
YR re
sour
ces
that
are
fam
iliar
for t
he
child
ren
with Y
1.
Build
ing
onch
ildre
n’s
prio
r know
ledg
e
Mak
e in
form
atio
n fro
m
FSP
asse
ssm
ent m
ore
acce
ssib
le fo
r Y1
teac
hers
Enga
ging
Pare
nts
Pare
nts i
nvite
d in
as o
ften
as th
ey w
ante
d in
Y1
thro
ugh
first
6 wee
ks to
see
it in
actio
n. A
lso in
vited
into
a
liter
acy
and
mat
hs le
sson
.
Pare
nts/
care
rsin
vited
to a
ccom
pany
child
ren
on th
e
mor
ning
s whe
n ch
ildre
n vis
it ne
w cla
ss Y
R
Y1
Family
Learnin
g
How ca
n we
gain
par
enta
l sup
port
to a
id tr
ansit
ion?
The
Fam
ily Le
arni
ng D
epar
tmen
t foc
used
on
the
invo
lvem
ent o
f par
ents
and
care
rs in
thre
e Sh
ared
foun
datio
n Com
mun
ity P
artn
ersh
ips.
Parent
Parent
thei
r fam
ilies
the
oppo
rtuni
ty
to a
cces
s sea
mle
ss h
igh
qual
ity
care
and
edu
catio
n as
they
mov
e
thro
ugh
the
foun
datio
n sta
ge
irres
pecti
ve o
f the
setti
ng th
ey a
ttend
or th
e co
mm
unity
they
live
in.In
the
City o
f Yor
k, E
arly
Year
s pra
ctice
is
unde
rpin
ned
by a
polic
y cal
led
Shar
ed
Foun
datio
n Com
mun
ity
Partn
ersh
ips.
Thes
e
partn
ersh
ips a
im to
give
child
ren
and
A‘Tr
ansit
ion
Tool
kit’
was d
esig
ned
to su
ppor
t the
dev
elop
men
t of
trans
ition
pra
ctice
for c
hild
ren
from
birt
h to
six.
At S
t Mar
y’s w
e co
mpl
etel
y
trans
form
ed th
e who
le
appr
oach
to te
achi
ng in
Rece
ptio
n an
d in
Key
Sta
ge 1
.
How ca
n we
cont
inue
to su
ppor
t and
deve
lop
trans
ition
thro
ugh
the
Shar
ed
Foun
datio
n Co
mm
unity
Par
tner
ship
s?
Ref: 0
271-
2006
POS-
EN
Aco
rn P
ress
03-
2006
TTranssit
ionMa
ttters
rans
City
s ton
yof
Matt
f Yo
trs
rk
EDS
Exten
Com
Howca
nwe
con
Ye
Early
S,
Schoo
nded
Ser
mmunity
ntin
ueto
supp
ort a
n
ears,
and
ols rvice
nd
How ca
nTh
e Fa
min
volve
foun
daL
Family
n we
gain
pare
ntal
s
mily
Lear
ning
Dep
art
men
t of p
aren
ts an
dar
atio
n Com
mun
ityP
Learnin
gup
port
to a
id tr
ansi
tmen
t foc
used
on
the
d ca
rers
in th
ree
Sha
tner
ship
s.tio
n?e
red
Man
y com
mun
i
to fi
nd cr
eativ
e
rein
forc
e as
pect
e.g
oppo
rtuni
tie
beto
geth
er fr
om
Howca
nwe
con
deve
lop
trans
it
Foun
datio
n Co
m
ties w
orke
d to
geth
er
and
inno
vativ
e way
s
tsof
thei
r par
tner
shi
esfo
r chi
ldre
n to
mdi
ffere
ntse
tting
s
ntin
ueto
supp
ort a
n
ion
thro
ugh
the
Sha
artn
ersh
ip
mm
unity
P
rs t
o ip
s
ndar
edps
?
beog
ee
o
(out
door
s, dr
am
and
for p
racti
tio
secto
r wor
ks.
The
Educ
atio
n a
Serv
ice co
ordi
n
in im
prov
ing
tra
exte
ndin
gan
did
ee
seg
ma
and
danc
e stu
dio
oner
s to
lear
n ho
w e
and
Devel
opm
ent
ates
the
appr
oach
ansit
ion
by
invo
lving
othe
rs),ac
h
Sha
Comm
Ith
Citf Y
Fou
aredPar
munit
yk
El
YYunda
tion
rtnershipp
s
Parent
exte
ndin
gan
di
serv
ices.
o
rans
ition
TTo
TA
‘to
supp
ort t
he d
trans
ition
prac
ti
from
birth
tosix
invo
lving
othe
r w
as d
esig
ned
olkit
deve
lopm
ent o
f
icefo
r chi
ldre
n
x.
Inth
eCity
ofY
ears
pra
ctice
YYe unde
rpin
ned
polic
y cal
led
Foun
datio
n
artn
ersh
ip
P partn
ersh
ip
ork,
Early
YYo isby
a
Sha
red
Comm
unity
s. Th
ese
psai
mto
Parent
CEMa
ry’s
St
S
Pi
s hl
give
child
thto
ren
and heir
fam
ilies
the
op
oac
cess
seam
less
ppor
tuni
ty
high
qual
ity
Paul
Stand
School
Nursery
l’s
Paul’s
Std
y CE
How ca
n we
dra
Foun
datio
n St
a
and
prac
tice
at
CE aw u
pon
the
prin
cip
ge G
uida
nce
to in
fo
Key
Stag
e 1?
Sc
Primary
At S
t Mtra
nsfo
appr
o
les o
f the
rmpo
licy
chool
’s we
com
plet
el
Mar
yor
med
the
whole
oach
tote
achi
ngin
y
toca
thir
seo
th
acce
ssse
amle
ss
are
and
educ
atio
n
hrou
gh th
e fo
unda
resp
ectiv
e of
the
ettin
g th
ey a
ttend
r the
com
mun
ity
hey l
ive in
.
high
qual
ity
n as
they
mov
e
atio
n sta
ge
Hosu
than
cre
and
School
Prima
ow ca
n we
enco
urag
uppo
rt sm
ooth
tran
si
roug
h th
e Fo
unda
tio
ear 1
thro
u
nd in
toYYe
eativ
eus
eof
ICT?
Pauls
Std Sc
hool
ry
ge a
nd
tion
n St
age
ugh
the
CE
Y
appr
oec
epR
hild
2
oach
tote
achi
ngin
eySt
ag
tion
and
in K
ge 1
.
cre
Thto
acan
lea
eativ
eus
eof
ICT?
he IC
T co
nsul
tant
has
tr
effe
ctive
esta
blish
cros
s the
Fou
ndat
ion
ey st
age
1 in
the
ndK
arni
ng a
nd te
achi
ng
wor
ked
rans
ition
s S
tage
e of I
CTT.
Te
Year
Assis
tant
eaching
Parentchild
2
Recepti
teach
Y1
teache
r
onhe
r
o
TeW
hat h
ave
YYoec
e
betw
een
Ror
k sc
hool
s bee
n d
Assis
tant
eaching ear 1
eptio
n an
d YYe arP
Enga
ging
doin
g to
furth
er d
?Fo
r exa
mpl
e:
rent
sde
velo
p tra
nsiti
onn
Impr
o
tf
ovin
gSu
p
Ipu
lear
ning
ppor
ting
teac
hing
and
mpr
ovin
g ad
ult:
ATTAupil
ratio
, ful
l tim
hild
on
Build
ing
ents
invit
e
P first
6 wee
aren
ts in
vite
aren
ts/ca
Pm
orni
ngs
aren
ts/ca
Ped
inas
yh
edin
as o
ften
as th
ey
liter
acy
and
mat
hs
eks t
o se
e it
in a
ctio
n
are
when
child
ren
visit
n
arer
s inv
ited
to a
ccom
y Al
ited
into
a
y wan
ted
in Y
1 th
rou
s les
son
n. A
lso in
vited
into
a
Y1
lYR
new
class
YR
mpa
ny ch
ildre
n on
the
Y1
Hel
pf
Shar
ith
atar
chi
ugh
11e
child
ren
ping se
cure
feel
ng Y
R re
sour
ces
e fa
mili
ar fo
r the
ldre
n with
Y1.
Impr
oxpeex
lk
Y1 te
ach
hi
obse
rvin
g in
chi
talke
d to
diff
e
staf
f
ovin
gpe
rtise
ep
onan
deldld
ren
fere
nt g
roup
s of
p
time
ersp
ent t
ime
n re
cept
ion
and
Y1-
A in
YR
TTA
child
on
Build
ing know
led
prio
rFS
PFS
P as
sess
men
t m
Mak
e in
form
atio
n
acce
ssib
le fo
r Y
teac
hers
’s
dren
dge
omm
orefro
mY1
Our overarching aim was to
address the specific n
eeds of ch
ildren
and families at points o
f transitio
n with a focus on those for w
hom
communication poses particular ch
allenges; especially w
here
children have an autistic co
ndition or w
here children and
families sp
eak English as an additio
nal language.
The Wandsworth Tra
nsition and Continuity
project has fo
ur themes:
Listening to ch
ildren; Communicating with parents;
Creating
a
ppropriate conditio
ns for le
arning; Building a collaborative
network, with the co
mmon thread of ‘Liste
ning, reflectin
g
and responding’ ru
nning through them all.
Overwh
elmingl
y the ch
ildren’s
favourit
e image
s were o
utdoors
.
I like go
ingdow
n the
slide. I
likeplay
ingmag
ic
waterf
alls, we
tickle d
own
andwe p
retend the
stairs a
re arock
.
The Coram Family ‘List
ening
to Young Children’ m
aterials
have been an invaluable tool.
The impact h
as been profound
as teachers g
ain greater
insight into ch
ildren’s minds
and adapt provision in direct
response to their needs.
We took photos of the children on our
home visits and saw how their faces lit up when
they held their special toys.The photos and the toys
became important links between home and school,
inspiring their firs
t recorded work.
I’mlook
ingforw
ardto g
oing
outside
in the p
laygroun
d
withthe
bigchil
dren.
I’mlook
ingforw
ardto
having
a new tea
cher
because
I’mnea
rly
getting
bigger.
We feel w
e know the
childre
n much
better
thisyea
r; we co
uldsee
their
person
alities.
Watching recordings of children
expressing their feelings about the
move to Year 1 put their voices at the
centreof the teachers’
discussio
ns
about each child’s strengths and needs.
Sir James BarriePrim
ary School
has found better ways of listening
to parents and children from many
countries of origin, including
refugees from war-torn countrie
s.
Somali translation of Sir James
BarrieSchool’s inductio
n form.
Through building a collaborativenetwork, the three sch
ools
reflected on the outcomes of the project.
They recognised the importance of rites of
passage at significa
nt points of transition.
what’s r
eallyimpo
rtant fo
r the ch
ildren
at the p
ointof t
ransition
.
Communicating withparents about the rationale and the
changes to the curriculum and organisation has been esse
ntial.
The Open Day generated a sense of belonging for the new
families because the school demonstra
ted its commitment to
listen by providing interpreters, translators and representative
s
from different cultures within the community Teachers have become more adept at perso
nalising
the learning The handing on of assessm
ent
information is essential to ensure that planning
is attuned to children’s needs and builds
effectively on their prior learning
Honeywell Infants School developed a creative
learning environment in Year 1 by adapting a range
of organisational strategies, taking into acco
unt the
learning styles and maturity
of the children.
We rid ours
elves of
needles
s bagga
ge as we
strippe
d
ourorg
anisatio
n back t
o what r
eally m
atters a
nd not
justdoin
g things
because
we alway
s did. C
hildren
are
better
learner
s and tea
chers a
re bette
r teach
ers.
There i
s more
timefor
individu
al feed
back on
what
childre
n have a
chieved
I can se
e how the
childre
n’s
writing
hasimp
roved bec
ause
they ha
ve more
timeto d
evelop
extend
ed writing
project
s and
I like it
when we
talkto a
friend abo
ut what
we are d
oing.
Ref: 0267-2006POS-EN
Acorn Press 03-2006
Supporting indi
vidual approa
ches to transi
tion
Devon
Key features
of
effective pra
ctice
It’s a team effort in Reception. All the staff seamlessly
incorporate all children in the class. Katherine is not
exclusively with the Learning Assistant and is not made to
feel different. Teacher
We feel, it’s a shining example of how
inclusion can work. Teacher
Arrangements would be made ‘for whatever she needs’.
Head Teacher
Olly had made. Paediatricia
n
We are sure he will be
happy knowing that so
much input has been
given to the school.
Parents
Mum is so supportive – she’s
part of the team. She values
the way the whole school
community has embraced
her daughter. Teacher
The transition meeting
was an opportunity to
celebrate inclusion by the
whole school community.
Parent
Working with any child is
part of a constant learning
process. We need to keep
Teacher
The school has raised the
awareness of the importance
of embracing difference,
changing attitudes which have
paved the way for others.
Teacher
As his Pre-school Advisory Teacher I felt more than the usual
sense of responsibility as his needs were so complex. Portage
had done such a good job over a long period and mum was anxious.
I felt that it was vitally important to make a good relationship
with her and keep her informed regularly.
Pre-school Advisory
Teacher
The Joint Agency Team closed
the gaps. Parent
The strategies for him means its
inclusive for all as all children
Nursery staff
Use of a Key Worker to provide a single point for
information.
Good pro-active planning and preparation, in plenty
of time (3 terms ahead).
Flexibility of approach.
Time for professional input.
Good multi-agency communication and liaison with
parents for information sharing
Open dialogue between parents and professionals
to support working together
Training to underpin knowledge – empowering
parents, settings and schools.
Development of good links between settings.
Seeing the child as a learner – child first.
Continuity of Practice – focus on positive achievements.
Good observation, assessment and reflection.
Shared expertise and common goals.
Ref: 0269-2006POS-EN Acorn Press 03-2006
Key elements of effective transitionNorth SomersetPoints of transition are a critical
time for young children and
need to be managed by schools
sensitively, providing continuity
rather than fracture.
Practices aimed at supporting continuity:
Effective communication with:
Practices aimed at supporting continuity:
Continue the development of play based enquiry
Organise time for child initiated activities
Use cross curricular links to maintain purpose
and contextDeploy familiar adults wherever possible
Share resources between Foundation Stage and KS1
Continue with a similar routine and gradually adjust
Ask the children what they would like
Encourage children to move up in friendship groups
Promote peer observations between Foundation
Stage and KS1.
Practices aimed at supporting continuity:
Create a more flexible timetable, allowing
children more time to work in depth
Plan a project linking the Foundation
Stage to Key Stage 1As starting points in Year 1, use any of
the learning goals not yet achieved
Link the skills within the National
Curriculum Programmes of study to
the skills based Foundation Stage
Practices aimed at supporting continuity:
Accessible and clearly labelled
resources to promote decision making,
independence, responsibility and choice
A range of challenging and stimulating
resources to support delivery of the curriculum
Stimulating displays that encourage children to
make connectionsFlexible spaces
Practices aimed at supporting continuity:
Make opportunities for Year R and Year 1 teachers to:
discuss individual childrenobserve YR children while still in the Foundation Stage
review the formative evidence gathered for the FSP
have discussions with the children
have discussions with parents
use the FSP to inform planning at the start of Year 1
The observations of reception children showed
us the value of having a balance of adult led and child
led activities – in their play the children were constantly
returning to things they had
been taught.Year 1 Teacher
Assessment for Learning
If we ‘share’ the children between the Foundation
Stage and KS1 but not engage or share aspects of
pedagogy, then we may fail to build on children’s
existing capacities, their strengths and interests.
Reception Teacher
Communication
Rationale
Curriculum
Pedagogy
When you see the children moving freely from activity to
activity, in and out, you realise
you cannot just sit them at desks or on a mat in your classroom because they have spent a year making their own decisions.Year 1/2Teacher
Environment
Researcher: Is there anything you don’t like
about being in Year 1?
First boy: Being on the carpet for a long time
Second boy: Neither do I because it’s boring
First boy: And it wastes our time playing
Second boy: It wastes your life
NfER Research: A Study of the Transition from
the Foundation Stage to Key Stage 1 (2005).
The skills I have taught them I have seen them
take those skills so much further in all sorts of
ways in play. I never want to go back to sitting
children down and working the way I was before.
Year 1 Teacher
Practices aimed at supporting continuity:
Support from the Head Teacher and SMT
Support from the Local Authority
Parental supportPreparation and planning time
Funding
Making it Happen
No-one sees themselvesas a failure this year. That’s a big change. Year 1 Teacher
Last Autumn term, whenI walked around the
whole school, I saw superb teaching. When I walk around this autumn
term, I amseeing superb learning going on. Head Teacher
The Key Elements of Effective Transitionhave been written to guide schools in finding ways of preserving the best of Foundation Stage pedagogy while recognising that KeyStage 1 is different without making it too different too quickly
ChildrenFoundation Stage Colleagues
ParentsColleagues throughout Key Stage 1 and 2
Senior Management Teams, particularly
subject coordinatorsGovernors
Ref: 0272-2006POS-EN Acorn Press 03-2006
A creative orientation to learning
Kirklees
CCL Session – observations KS1
Areas of Strength Identified:
the quality of adult interaction increased the children’s
motivation, concentration, persistence and successful
completion of a task
the observations of children’s learning supported
on-going teacher assessments, tracking children’s
progress and development in all areas of the
curriculum, whilst increasing understanding of
individual children’s needs
Questions – Future developments?
Can children participate in the
planning of learning intentions?
Could this instil a greater ‘energy
into independent work?
KS1 Practitioner Voice
Recognising the value of standing back
to observe children on child initiated.
I don’t feel that children
are as excited about learning
now that the curriculum is
more compartmentalised
and imposed, even though
we have tried to keep our
child centred approach
alive!!!! KS1 practitioner
Practitioner voice – initial views
CCL Session – observations Y5/6
Areas of Strength Identified:
children understood expectations in CCL sessions, gained
confidence in making their own decisions and took
responsibility for their learning
quality adult interactions supported effective learning
Data from observations of Confident Creative Learning (CCL)
sessions at KS1 and KS2 was analysed and provided evidence
that involvement levels had significantly increased.
Extract from
Governors report
to parents
Why did we feel it
necessary to review
the arrangements
for transition from FS
to KS1?
Would a creative
orientation to learning
in KS1 build on the
strengths of EY’s practice?
Would a similar style ofin KS2?
Will it increase the
involvement of young
children in their learning?
How can we share our
thinking with the whole
school community?
My feelings are that we need
to consider the CCL learning
opportunities, and continuity
throughout the Foundation
stage, KS1 and KS2, not just
FS to KS1. KS2 practitioner
Confident creative
learning sessions
have continued to
be successful. The
Phase managers
have suggested the
development of CCL
to a whole school
session to extend
cooperative and
collaborative skills.
Involvement of Pupils in the evaluation
and development of CCL
When you have a plenary you can share a
really good piece of work and it can inspire
other people. It’s better now cause you
can negotiate to do what you want but,
you have to say why and have a reason for
learning. Isabel
If we had a whole day to do CCL we could
do more things and do them better.
Ashley
When children
show high levels
of involvement
adults become
more engaging
and when adults are
more engaging
childrenshow more involvement.
Pascal/Bertram
We believe that high levels of involvement and self-esteem are important for all
learners and that the continuous curriculum is the ideal vehicle to deliver this.
It should provide opportunities for questioning, exploration and thinking – learning!
Therefore the Confident Creative Learning sessions form a vital part of every child’s
experience in the Early Years, KS1 and KS2.
We believe that this significant impact was due to our
commitment to the introduction of a more creative
orientation to learning
The story so far…
The school’s VISION is – to create confident learners with a personal
vision and a developing appreciation of life.
At Linthwaite Clough Junior Infant and Early Years School we believe that a child’s
journey through each phase, and from each phase to the next, should be a continuous and
seamless progression. These transitions need to be planned and reviewed, as are other
aspects of school life, if they are to be successful.
Ref: 0268-2006POS-EN Acorn Press 03-2006
Successful Transitions, listening to parents
Bristol
Easier to meet individual parents’ needs when
talking to a very small group than trying to address
a hall full of parents. Practitioner
Parents are the
child’s first
educators… so
if we can ease
the anxieties
in the parents
then it will be a
better process
and smoother
transition for
all involved.
PractitionerW
e can all ask questions
and they make sure
we understand what’s
going on.
Parent
Getting to know
eachother
Making links withhome
Meeting theneeds of
all childrenEverything I want or I need to know I have just
got to ask and everybody’s telling me everything.
Parent
For parents, knowing that we actually listened to them,
really value what they say and try to act on the needs
that they expressed. Practitioner
We will be constantly reviewing our practice and listening
to the parents as well as the children. Practitioner
Reflection andongoing
development
I feel I’m getting to know parents much better
instead of a sea of faces I’m actually beginning to
build a relationship with these parents.
PractitionerI think it’s really good
that they get to meet
their teachers’ first, get
to know their
classrooms where
they’re going to
be going.
Parent
It’s not just a line where you
go from one to another. It’s a
gentle process to ease them
into reception from Nursery.
Parent
One of their worries was
not knowing who their class
teacher was going to be and
what they looked like.
Practitioner
Building children's
confidence
We can share
information in a very
relaxed way but in a
confidential way.
Practitioner
You actually get to know
the teacher before you
go in, you’re more at
ease so then that helps
it make it easier for
your child. Parent
Starting school booklets
It put all my worries aside…
the kids can look at it too.
My son can look at it at
home, put his mind to rest.
Parent
Parents wanted to
know would there be
story time and play in
the curriculum so we
put that information in
the booklet.
Practitioner
Easy to follow, know who
the staff are and
nice to see what
the children have
got to say.
Parent
It’s reassuring
for the children
having their
parents there
for something
quite new, like
having to choose
food.
Parent
Lunchtimes and
special days
It gives everybody chance to get to know everybody.
Parent
Their confidence has
definitely been raised
and therefore their
dispositions for
learning are
better at the
start of school.
Practitioner
We need to show them
where the toilets
are and when
to bring their
book bags.Child
Ref: 0270-2006POS-EN Aco
n Pres 03-2006
5
BristolSuccessful transitions– listening to parents
Starting school is a period of time that is filled with a range of emotions for both the children and their parents.
The successful transition for children from Nursery to Reception is crucial in order to enable both children and parents to feel secure in the new environment, and for children to continue to develop and learn effectively. Children and parents need time and opportunities to familiarise themselves with the school environment and to start building relationships with key members of staff.
The piece of action research detailed below focussed on the importance of listening to parents to inform practice in the transition from nursery to school.
In 2002 the Local Sure Start programme commissioned research to explore parents’ perspectives on the transition from pre-nursery groups into the local Nursery School and Nursery Classes. Interviews with parents discovered that while they felt happy with the procedures for their children starting Nursery, they felt less confident about the transition from Nursery to the Reception Class, even when this was within the same school.
3. The Foundation Stage Transition Projects
6 Primary National Strategy 0267-2006DCL-EN | © Crown copyright 2006
This led to a further study in conjunction with the local Action Zone, which aimed to capture parents’ views on their children’s transition to the Reception Class. This information was then used to improve practice and develop a transition policy for the six primary schools, two Children’s Centres and linked early years settings within the zone.
The research focussed on a group of schools that were part of a strong, supportive network of Foundation Stage practitioners in the Success@ Action Zone, with strong links to the Local Authority Early Years Advisory Team and Sure Start Local Programme. They have found that close collaborative working between parents, Nursery and Reception practitioners, has proved to be invaluable in developing continuity for children and their parents and carers, particularly when this has been supported by headteachers and governors.
This research is documented in the Bristol section of the CD with an accompanying video which explores the impact of the changes to practice that have been made in light of the parents’ recommendations.
For more information contact: Dawn Butler at Four Acres Children’s
Centre, Bristol [email protected]
7© Crown copyright 2006 | 0267-2006DCL-EN Primary National Strategy
DevonSupporting individual approaches to transition
Devon is a large rural county with a range of provision for children to access pre-school education and care. The transitions between home and pre-school,and from pre-school to school are major stepping stones in the life of any child. For a child with specific difficulties additional considerations have to be made.
This project reflects a commitment to inclusive practice and highlights the importance of:
building strong collaborative partnerships with parents;
developing close multi-agency relationships with colleagues, working in health, social services and education, and
consultation with children, respecting their views.
The Early Years team in Devon feel that it is important to ‘get it right’ for all children so that communication between services, as well as between placements, is effective, and that transitions become as seamless as possible. Their learning story, documented on the CD represents a gradual process, informed by feedback from the users of the service (the child, the family and other professionals), and the team’s own reflective practice.
The CD captures the professional support that has been developed to strengthen inclusive practice for children and their families as they move throughout the Foundation Stage and into Key Stage 1. It emphasises
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8 Primary National Strategy 0267-2006DCL-EN | © Crown copyright 2006
the importance of collaborative working, communication, forward planning, training and support, and includes an evaluation of the changes that have been made to practice and the impact of this new learning on all concerned.
The effectiveness of these transition practices is explored from the perspective of seven children and their families. Robert, Poppy, Katherine, Erin, Thomas, Oliver, and Oscar all started in mainstream schooling between September 2004 and September 2005.
For more information contact: Jenny Evans at Devon Local Authority
9© Crown copyright 2006 | 0267-2006DCL-EN Primary National Strategy
KirkleesContinuity – a creativeorientation to learning
The focus of the Kirklees Transition Project has been to extend work on the ‘Continuous Curriculum’ which is being used to support the transition from the Foundation Stage to Key Stage 1 and into Key Stage 2 by building on the philosophy and practice already established in the Foundation Stage. It aims to encourage children to continue to develop confidence in themselves as learners through the provision of opportunities for independent learning, responsibility and evaluation of their own learning.
Transitions need to be carefully planned and reviewed, as do other aspects of school life, if they are to be successful. The documentation featured on the CD is centred on the hub setting, Linthwaite Clough Junior Infant and Early Years School. The staff at Linthwaite Clough believe that a child’s journey through each phase, and from each phase to the next, should form a continuous and seamless progression.
The school’s vision is ‘to create confident learners with a personal vision anda developing appreciation of life’. High levels of involvement and self-esteem are seen as important for all learners, and at Linthwaite Clough the Continuous Curriculum is viewed as the ideal vehicle to deliver this, as it provides opportunities for children to develop their questioning, exploration and thinking skills throughout the school.
10 Primary National Strategy 0267-2006DCL-EN | © Crown copyright 2006
As children move through the school the balance gradually shifts between the Continuous Curriculum, led by the children, and the taught curriculum, led by adults – the emphasis given to each is dependent on the child’s stage of development.
Activities within the Continuous Curriculum are known as Confident Creative Learning sessions. They have clearly identified cross-curricular learning objectives which are communicated to the children and can be accessed in different learning bases both indoors and outdoors, within, and occasionally outside, the school environment.
Within the Confident Creative Learning sessions children are given time and space for individual interests to be expanded upon, and therefore involvement in their own learning is maximised.
The materials on the CD illustrate the learning story from Linthwaite Clough and demonstrate how the child involvement and adult engagement observation scales from the Effective Early Learning Project (EEL) can be used to monitor the effectiveness of the Confident Creative Learning sessions. Extracts from the publication The Continuous Curriculum, Planning for Spontaneous Play Kirklees Education Service, 2004, are also included in this section.
For more information contact: Gail Newton
11© Crown copyright 2006 | 0267-2006DCL-EN Primary National Strategy
North SomersetKey elements of effective transition
‘Points of transition are a critical time for young children and need to be managed sensitively by schools. Successful transition relies on a high degree of continuity and consistency in approach. This requires adults working with young children to have a clear understanding of the principles of the Foundation Stage and those aspects that will need to be continued into Key Stage 1’.
North Somerset Key Elements of Effective Transition, 2005
In North Somerset, the project has focussed on extending the innovative and successful work that began with the Foundation Stage Profile Transition Pilot. This brought together headteachers and teachers from Reception and Year 1 classes to develop a set of shared principles for learning and teaching distilled from the Curriculum Guidance for the Foundation Stage, Excellence and Enjoyment and the National Curriculum. These principles with associated ‘quality characteristics’ were used as prompts to support peer observations in Reception and Year 1, and promoted continuity across the two key phases by encouraging reflection, discussion and a deeper mutual understanding of the early years curriculum and pedagogy.
The seven participating pilot schools taking part in the North Somerset Transition Project were selected to represent a range in terms of size and demographics. Two of the infant schools selected also faced the additional challenge of having mixed Year 1 and Year 2 classes.
12 Primary National Strategy 0267-2006DCL-EN | © Crown copyright 2006
Each of the participating schools established a ‘learning team’ consisting of the headteacher, Year 1 teacher and Year R teacher. Funding was provided for these Learning Teams to attend three professional development days which provided opportunities to provoke reflection on current practice, challenge assumptions, explore possibilities, and ultimately to establish curricular continuity and a consistent pedagogy. Each development day was interspersed with small-scale action research and visits to other schools.
The project culminated with the development of guidance for schools, North Somerset Key Elements of Effective Transition, which includes contributions from the seven participating pilot schools. This guidance has been written to guide schools in finding ways to preserve the best of Foundation Stage pedagogy while at the same time recognising that Key Stage 1 is different – without making it too different too quickly.
The CD documents the learning stories of the seven schools in the project, and includes the core principles, the peer observation pro-forma and the publication North Somerset Key Elements of Effective Transition, North Somerset Council, 2005.
For more information contact: Gale Bruce or Andrea Sully
13© Crown copyright 2006 | 0267-2006DCL-EN Primary National Strategy
City of YorkTransition Matters – from babygrow to uniform
In the City of York, Early Years practice is underpinned by a policy of ‘Shared Foundation Community Partnerships’. These partnerships support close working relationships between schools and a range of linked providers from the voluntary, independent and private sectors. There are now 39 active partnerships around the city and these are beginning to include Health Visitors, Speech and Language Therapists and other services. Shared Foundation Community Partnerships provide a sound base on which to develop services that reflect the needs of individual communities and support the Government’s agenda for providing extended schools beyond education and the standard school day.
Shared Foundation Community Partnerships aim to give children and their families the opportunity to access seamless, high quality care and education as they move through the Foundation Stage, irrespective of the setting they attend or the community they live in. Settings are required to work in partnership to provide this quality of education and care. The partnerships also provide a focal point for practitioners to build relationships with each other and support the development of a shared early years culture.
Many of the Shared Foundation Community Partnerships expressed an intention to improve transition at key points in a young child’s life. In response to this and in order to meet the needs of practitioners, City of
14 Primary National Strategy 0267-2006DCL-EN | © Crown copyright 2006
York Council has, since 2001, been working with schools and settings to improve transitions for children from part-time to full-time education and from the Foundation Stage to Key Stage 1.
Participation in the project has given practitioners opportunities to take part in a range of transition-focussed activities that meet the needs of the individual settings and the partnerships. An extensive and well received training programme has been delivered as well as in-service support to schools and settings.
The project has succeeded in raising the profile of transition, furthering policy and practice, and bringing together the work that is being done by a range of local authority services to improve continuity for young children and their families.
Information on the Shared Foundation Community Partnerships and its links to Extended Schools and Family Learning can be found on the CD, with the publication Establishing and Developing a Local Partnership (City of York LEA), and examples of effective transition practice, including a Learning Journal from St Mary’s CE Primary School, examples of Shared Foundation Newsletters, and sample pages from the Transition Toolkit, developed by York City Council.
For more information contact: Stephanie Windsor, headteacher at
St Mary’s CE Primary School or Rosemary Flanagan, Early Years and
Extended Schools Service [email protected]
15© Crown copyright 2006 | 0267-2006DCL-EN Primary National Strategy
WandsworthFoundation Stage Continuity and Transition Project
The Continuity and Transition Project in Wandsworth has built on the work that has been developing over the past two years through events run for teachers in the Foundation Stage and Key Stage 1.
The innovative work of three schools, each with it’s own unique and distinctive character is documented in this project as they come together to reflect on and share practice through establishing an effective network.
An overarching aim of the project was to address the specific needs of children and families at points of transition with a focus on those for whom communication poses particular challenges, especially where children have an autistic condition or where children and families speak English as an additional language. Aspects of effective transition practice that would be particularly beneficial for these groups are then explored.
The Coram Family materials, Listening to Young Children have been a major influence in the work developed by the three schools and have inspired much of the effective practice.
Four themes emerged as the project evolved:
listening to children, and involving them in the process of their learning;
communicating effectively with parents to build partnerships;
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16 Primary National Strategy 0267-2006DCL-EN | © Crown copyright 2006
creating appropriate conditions for learning, and
building a collaborative network.
These themes are bound together by the common threads of listening, reflecting and responding.
The three schools involved, Southmead Primary, Honeywell Infants and Sir James Barrie Primary are inner London schools which serve culturally, linguistically and socio-economically diverse communities. They share a strong inclusive ethos, each is distinctive in character and has a particular focus within the project enabling practitioners from a wide range of settings to find valuable and practical examples of effective transition practice.
The learning stories from each of the three schools are illustrated on the CD. The inclusion of children with autism in a mainstream setting is the focus at Southmead Primary, Honeywell Infants explores the development of curriculum provision to meet diverse needs, and the focus at Sir James Barrie Primary is on meeting the needs of children and families for whom English is an additional language.
For more information contact: Wendy Howe
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17© Crown copyright 2006 | 0267-2006DCL-EN Primary National Strategy
4. Useful websites and publications
DfES (2005) A Study of the Transition from the Foundation Stage to Key Stage 1, NfER. Available from DfES Publications, PO Box 5050, Sherwood Park, Annesley, Nottingham. Ref: SSU/2005/FR/013
Copies of the main report and summary are available on the Sure Start website www.surestart.gov.uk/ensuringquality/research and on the DfES website www.dfes.gov.uk/research/
Adams, S., Alexander, E., Drummond, M.J., and Moyles, J. (2004) Inside the Foundation Stage: recreating the Reception Year. Final Report,London: Association of Teachers and Lecturers
Bayley, R. and Featherstone, S. (2003) Smooth Transitions: Building on the Foundation Stage, Husbands Bosworth: Featherstone Education
Bertram, T., Pascal, C., Bokhari, S., Gasper, M. and Holtermann, S. (2002) Early Excellence Centre Pilot Programme: Second Evaluation Report 2000–2001 (DfES Research Report 361), London: DfES
Birmingham Education Service Assessment Unit/Wendy Sutton (2003) Making Links, Supporting Transition from the Foundation Stage to Key Stage 1, Birmingham City Council
Birmingham Learning and Culture Assessment Unit/Wendy Sutton (2005) First Links, Linking the Foundation Stage Stepping Stones to the Foundation Stage Profile, Birmingham City Council
Fabian, H. and Dunlop, A. (2002) Transitions in the Early Years, London: Routledge Falmer
Office for Standards in Education (2003) The Education of Six Year Olds in England, Denmark and Finland: an International Comparative Study, (HMI 1660), London: OFSTED
Office for Standards in Education (2004) Transition from the Reception Year to Year 1: an Evaluation by HMI, (HMI 2221), London: OFSTED
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18 Primary National Strategy 0267-2006DCL-EN | © Crown copyright 2006
Office for Standards in Education (2005) Primary National Strategy: an evaluation of its impact in Primary Schools 2004–2005, (HMI 2396) London Ofsted
Sammons, P., Taggart, B., Smees, R., Sylva, K., Melhuish, E., Siraj-Blatchford, I. and Eliott, K. (2003) The Early Years Transition and Special Educational Needs (EYTSEN) Project (DfES Research Report 431), London: DfES
Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I. and Taggart, B. (2004) The Effective Provision of Pre-School Education (EPPE) Project. A longitudinal study funded by the DfES 1997–2004, London: DfES
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19© Crown copyright 2006 | 0267-2006DCL-EN Primary National Strategy
Copies of this publication may be available from:
DfES Publications Tel: 0845 60 222 60Fax: 0845 60 333 60Textphone: 0845 60 555 60e-mail: [email protected]
Ref: 0267-2006DCL-EN
© Crown copyright 2006
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