MOVING ONMOVING ONTRANSITION FROM TRANSITION FROM

AN EARLY YEARS AN EARLY YEARS SETTING TO SETTING TO RECEPTIONRECEPTION

Updated 15 June 2020Updated 15 June 2020

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ContentsContents1. Summary 3

2. Context and rationale 3

3. Minimum expectations of transition 4

a. Develop understanding of children through information sharing 4

b. In term six meet/share information with the children – making face-to-face/online contact intheir bubbles/ schools 5

c. In term six meet/share information with the parents 6

d. In term six meet/share information with the children’s teachers / headteacher 7

AppendicesAppendices1. 1a: LA summative transfer form to school 9

1b: LA summative transfer form to school – annotated 10

2. Ideas to try in your setting or school 12

3. Ideas you can send home to your parents 13

4. SEND Team (LA) Information and resources for good transitions 14

4a: Examples of SEND transition information sent from Springboard, Local Opportunity Group 15

4b: Example of gathering information from children (Springboard) - annotated 17

4c: Example of gathering information from children (Springboard) - blank 18

4d: Early years transfer form 19

4e: Top tips for you and your child starting school 21

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1.Summary1.SummaryThis document has been developed by educational leaders and settings, children and parents in Wiltshire. It has been developed to support all schools and settings with their planning and provision for transition, by bringing together ideas and good practice examples in the world where we are. We recognise that this year transition will look very different. All children still have the right to have a high-quality transition despite the current circumstances of COVID-19 and partial school and setting closures. The experience of the individual child sits at the centre of the thinking behind this document, particularly in these uncertain times. This document has been supported in its development by educational professionals from across the broader sector, alongside colleagues from Wiltshire Council. We would like to pay tribute to their input and wealth of ideas and thank them for their time.

Principles – these underpin our thinking throughout the document:

• Develop some minimum expectations fortransition in Wiltshire.

• Consider how communities can worktogether.

• Transition in the current circumstances is notabout data but about the individual child.

• Existing provision is a starting point andneeds to be considered.

• Ideas and resources have been developedwith input from within the working party

2.Context and rationale:2.Context and rationale:• Since the pandemic, children have missed

out on their education and their usual ritesof passage to the next stage. As they beginto return to their settings, we must recognisethat there is a new normal.

• Schools and settings need to now be focusingon mitigating the impact of missing educationand focus on addressing these gaps.

• During the course of each and everyacademic year we focus on supportingchildren and families to embark on a newphase in their education, their learning andtheir social dynamics.

• The transition work needs to address thisdisruption, and support all children toreintegrate and return, and the initial focusis on recovery, regrouping and recouping.The time for re-teaching and assessing comesafter the initial support which should focus onmental and emotional well-being.

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Aims:

• To guarantee every Wiltshire child the bestpossible transition into primary school, andbetween key stages, especially betweenschools and settings

• To ensure consistency of approach withregard to transition in order to securesuccessful reintegration and the shortest pathback to learning readiness for all children

• To reconnect children with their educationalcommunities in a post-pandemic world

• To support our most vulnerable children to re-engage and access all the support available tomake a successful transition to their next phase

• To enable all schools and settings to supportholistic transition which acknowledges andallows for both pastoral and pedagogicalprogression

• To ensure the sharing of information isat child level and focused on individualachievements and next steps

• To gain a deeper understanding of whatconstitutes effective transition for the longerterm building on positive relationshipsdeveloped between settings and schools

• To develop what partnership looks likeacross EY’s settings, schools, trusts and localauthorities for the greater good of the system

• To support families ensuring relationshipsare maintained and strengthened duringtransition and across settings

3. Minimum expectations3. Minimum expectationsof transition:of transition:

a) Develop understanding of children throughinformation sharing

b) In term six meet/share information withthe children – making face-to-face/onlinecontact in their bubbles/ schools

c) In term six meet/share information with theparents

d) In term six meet/share information with thechildren’s teachers / headteacher

e) In term six additional communication withvulnerable pupils and their parents / carers

3a) Develop understanding of children through information sharing

• Settings to focus on characteristics of effectivelearning to describe each child and passthis to schools – see appendix 1a and 1b LAsummative transfer form to school can beused to capture this information

• Build on this information through partnershipworking with parents – settings / schools askparents to capture their child’s learning acrossthe time they have been at home in relationto characteristics and other non-curriculumprovision e.g. photos, parent voice - seeappendix 1a and 1b LA summative transferform to school can be used to capture thisinformation

• Build relationship with parents – start with atelephone call/conversation to discuss theirchild (this could replace the traditional homevisit – which could be carried out in the nextschool year if appropriate).

• The receiving setting/school should talk aboutaccess issues with the Specialist AdvisoryTeacher in context of having reviewed theirAccessibility Plan (and Equality Act) specialistequipment or staff training. A Health CarePlan may need to be put in place if the childhas additional medical needs.

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• Teachers and teaching assistants aboutto have a child with communication andinteraction needs in their class should liaiseclosely with the transferring setting andparents/carers prior to transition. It would beadvisable to liaise with the SALT Team.

• Targeted funding such as Inclusion SupportFunding could be used to bridge the gapbetween an individual child’s transitions intofull time school.

• It will be important to continue to planahead for children to have the necessarysupport in place to transition to schoolin the future. With that in mind we areplanning multi-agency meetings betweenHealth and Education (HELM) to work incollaboration to find solutions for individualchildren and understand the impact fromwider environmental concerns. This couldinclude the discussion of Early Years Children/family strengths and needs, support andinterventions, possible EP assessment/advice,possible SALT assessment/advice, provision,transition arrangements, funding ISF/ISFplus, notional SEN funding in schools, andmonitoring arrangements.

• Settings and schools to share information,photos etc via online learning platformsif possible. For example, Sheffkids.co.ukcaptures child-centred information and canbe shared across settings. See link belowwww.sheffkids.co.uk/adultssite/pages/onepageprofilestemplates.html?LMCL=dri0aa

• One-page profiles are an excellent way tocapture the child’s voice and balance whatis important ‘to’ the child and ‘for’ the child.This will ensure the child is included withinthe school and their needs are being meteffectively. See link belowhelensandersonassociates.co.uk/person-centred-practice/one-page-profiles/

• Alternatively, schools and settings couldexplore joint use of Tapestry or other onlinelearning journeys.

3b) In term six share information with children – making face-to-face/online contact in their bubbles/schools

What will the classroom / school look like in September?

• It is unlikely that the children will be able toundertake an actual tour of the school soexplore the possibilities of a virtual tour

• Prepare through sharing videos and photos ofthe building and outside

• Schools can share the key places around theschool that won’t be changing. Including keyinformation such as:

- Where will coats go?

- Where do I line up?

- Where will I eat my lunch?

- What do the outside areas look like?

• School could provide the pre-school settingand children with a booklet that has photosof the school setting to help prepare them.

What do the adults look like / sound like in my new school?

• Teachers / TAs could read (and record) astory online that can be shared with children,enable them to get used to a familiar voice,see what school adults look like and hear theirvoice, some schools are moving home visitsto September.

• Social stories - Where are the toilets, whois the adult in charge etc – this could befilmed so that parents can access it with theirchildren more than once.

• What is it like to be a child at this school –film some of the children currently attendingschool to explain what school is like, to makelinks and to reassure. Perhaps these childrencould be “buddies” for the YR children onceeveryone is on site in September.

• Use online platforms for two way sharingof photos – for instance, a Seesaw page forchildren at home - children could uploadpictures of themselves onto the page so theycan start to see each other prior to starting.

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• Set up a Facebook page for the parents in the class to get to know each other.

• For all children but especially SEND children, Zoom/Skype could be used to look at objects ofreference - this is the school uniform, these are some of the routines etc - a pictorial social storyof school life.

• Some children will need a different transition – this may need to be staggered over time.

• For schools there are a range of resources developed by the EP team to support your newchildren’s well-being– These can be found in the LA “COVID-19 guidance and advice for thephased opening of educational settings” document.

• If your school uses an online learning journey, this could be set up in term six so that pre-arrivalactivities can take place. The school website could also be used for this purpose.

3c) In term six meet/share information with the parentsParents will need reassurance during term six especially as their child will not have spent as much time in their pre-school setting as usual. It is unlikely that you will be able to organise face to face meetings in term 6. The following bullet points are expanded upon in Appendix two - Ideas to try in your setting or school. See also Appendix three - Ideas you can send home to your parents

• Send out school readiness leaflets – thismay need to cover extra information than isusual for instance: – messages about hygieneexpectations, H&S, school dinner changes,social distancing, uniform expectations(getting uniform - basics of supply chains -non-branded they could wear in the interim),washing of clothes expectations, book bagand sending reading books home, sharingof resources, staggered start, school hours,lunch box rules, PE kits and so on

• Start as soon after 1 June as possible -introduce children to the school and introduceyourselves to the children – this will need tobe online initially (it is possible restrictions mayease before the end of term six but this cannotbe relied upon as a basis for a plan)

• Parents may be worried about being finedif they choose not to send their child toschool in September. Guidance will becommunicated to schools once the DfE hasclarified its position on this issue

• Add a page to the school webpage specificallyfor new starters where teachers, headteacher,TAs will read stories and introduce themselves

• Give parents an email address wherethe children can send mini video clips ofthemselves. This element of getting to knowthe children is a concern for many settings.How can settings capture children’s “voices”in these times?

• Top tips for starting school leaflet – a PDFaccompanies this document

• Signpost parents to BBC Bitesize transitionwww.bbc.co.uk/bitesize/collections/starting-primary-school/1

• Flexible inductions should be consideredwhere it benefits children with additionalneeds. Resources/ideas for supportingtransition can be found in appendix 4

• Provide plenty of opportunities foradditional contact – phone calls, video calls,conversations

• Embed the principles of five to thrive tosupport and grow children’s resilience. SeeWebinar link belowzoom.us/rec/share/-ecsN4zX2CROaZHf2GDzBYF6ObXLT6a813cb-KcNn003BXnqxGqEM8Mhvb-aT9Qx

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3d) In term six meet and share information with teachers, the headteacher and the SENCo

• Be more proactive than usual in contacting pre-schools, nurseries and childminders - additional contact and information gathering is essential - see appendix 1a and 1b LA summative transfer form to school can be used to capture this information.

• Headteachers should give teachers and setting managers should give practitioners time to meet and share information, this could be virtually. This will support well-being and ensure quality communication.

• Motivation to learn – use children’s interests to support this and it will help in the settling-in process - see appendix 1a and 1b LA summative transfer form to school can be used to capture this information.

• Collation of assessment information – this will be a narrative and not data driven.

• Transition meetings that include parents and professionals are a good way of sharing key information about the child and their individual needs. There will need to be some flexibility of starting dates for individual children due to the level of their vulnerability.

• Transition meetings can take a range of different forms for example skype/team or telephone conference as well as face to face meetings which could be held if social distancing guidance is updated to permit this.

• Parents may be experiencing difficulties directly related to COVID-19 – financial hardship, bereavement and so on - see appendix 1a and 1b LA summative transfer form to school can be used to sensitively capture this information.

EY transfer form

Summative Transfer Form to School - blank

Summative Transfer Form to School - annotated

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Name: DOB:

Insert picture

Setting: Key person

Date started at setting: Number of sessions

Date completed: Receipt of funding (tick all that apply)

30hrs two year funding EYPP ISF DAF

Other settings/childminder that child has attended:

Characteristics of Effective Learning

Playing and Exploring Active Learning Creating and Thinking Critically

Key Strengths and Areas to Develop: Interests and Motivations to Learn:

Setting Comments

Parent/Carer’s Voice:

AppendicesAppendices

Appendix 1a: LA summative transfer form to school

Click here to fill in editable version

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Child’s Voice

Will the child need any additional support because of Covid-19?

Additional information: specific medical needs, languages spoken at home, CAF, SEN Support level, My Support Plan, My Plan (statutory EHC Plan), SALT, EYIO, SEND Lead Worker and any other professionals involved – Please give contact details where possible

Date sent/agreed with parents:

Appendix 1b: LA summative transfer form to school - annotated

Name: DOB:

Insert picture

Setting: Key Person

Date started at setting: Number of sessions

Date completed: Receipt of funding (tick all that apply)

30hrs two year funding EYPP ISF DAF

Other settings/childminder that child has attended:

Characteristics of Effective Learning

Playing and Exploring Active Learning Creating and Thinking Critically

Write a short paragraph about how the child learns in this way:Finding out and exploringPlaying with what they knowBeing willing to ‘have a go’

Write a short paragraph about how the child learns in this way:Being involved and concentratingKeeping tryingEnjoying achieving what they set out to do

Write a short paragraph about how the child learns in this way:Having their own ideasMaking linksChoosing ways to do things

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Key Strengths and Areas to Develop: Interests and Motivations to Learn:Write about which key skills the child has and which still need work.For example, toilet trained, can dress/undress themselves, can put their coats and shoes on, can use a knife and fork, can work co-operatively with peers, can turn take and share, confidant to talk in front of others, separates well from primary carers. (this is not an exhaustive list)

What areas/resources interest the child most (e.g. dinosaurs, trains, babies)Where/how do they like to learn (e.g. outside, on the carpet, in small groups, need adult attention)Do they need a visual timetable

Setting CommentsWrite about the child’s time at the setting – a very personal and individual comment

Parent/Carer’s Voice:This could be done via email or telephone so that we are not exchanging physical pieces of paper to reduce potential cross contamination

Child’s VoiceThis could be a picture, comments from the child, You could ask:“What are you looking forward to when you start school?”“What would you like your teacher to know about you?”‘”What are you looking forward to playing with when you go to school?”These are just example questions…Will the child need any additional support because of Covid-19?

We know all children will need support post Covid-19, however is there anything specific e.g. bereavement support, has the family’s financial situation changed, have they needed support over the period, is anyone in the family shielding, general well-being

Additional information: specific medical needs, languages spoken at home, CAF, SEN Support level, My Support Plan, My Plan (statutory EHC Plan), SALT, EYIO, SEND Lead Worker and any other professionals involved – Please give contact details where possibleSpecific medical needs, languages spoken at home, CAF, SEN Support level, My Support Plan, My Plan (statutory EHC Plan), SALT, EYIO, SEND Lead Worker and any other professionals involved – Please give contact details where possible

Date sent/agreed with parents:Adding just the date this report was agreed/given to parents will avoid parents needing to physically sign the document

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Appendix 2: Ideas to try in your setting or school• Carry out a virtual school/setting tour –

Ideally this would be carried out via videoand could be posted on the school/settingwebsite, social media page or online learningjourney if you have one. A copy of the tourcould also be sent to the feeder settingso that they can share it with the childrenthat are transferring to you. You could alsomake a photobook to send home about themain areas such as the classroom, wherethe drawers and coat pegs are, where lunchis, the playgrounds etc… for those familieswith limited access to ICT. We know thatclassrooms/playrooms may look very differentin September so focus on the areas that arefixed and cannot move, such as the toilets,school hall etc…

• Share top tips leaflet/ school’s own leaflet- Have a look at your current ‘startingschool’ leaflet. Is there anything that needsamending? You can use Wiltshire Council’s‘Top Tips for starting School’ leaflet whichis included in this document. Ensure thatyour starting school information focusseson self-regulation, sharing, taking turns,independence skills. We are envisagingthat there could be an issue this year withhigh numbers of children not being toilettrained securely (as they are not in a setting)and issues around feeding themselves anddressing and undressing, which could havestaffing implications for September.

• Reception teacher to call/ video call parents.Having the reception class teacher videocall children (where possible) would be verybeneficial for the child and could also be away of remotely carrying out the ‘home visit.’This could be followed up in September ifrestrictions have been lifted with an actual‘home visit’ as we realise how important theseare at seeing the home, and how childrenand families interact, but for the child to havehad an actual conversation with the teacherand start to recognise their face and voice.This would also work for new children thatare due to start your setting in September,introducing the keyworker will help them tohave that familiar face to go to.

• Link with you feeder childcare settings anddiscuss summative assessments – Working

with your feeder pre-schools, nurseries and childminders will be essential! We know that there are likely to be large gaps in children’s learning as well as significant regression from the last time they were in setting. We as an LA have amended the current transition to school format for this year which is included in this document. This is a slimmed down version of the transition form and focusses more on key skills than developmental bands.

• You could also approach feeder settings to seeif some practitioners could support in the earlyweeks of school as the child will then have afamiliar face as they may have missed out on alltransition to school visits and this could be thechild’s first visit to a school. This will currentlydepend on the government guidance around‘bubbles’ and working between settings.

• Share story books about school either with thechildren returning to your setting or on videothat they can enjoy at home, ask them whatthey are looking forward to, what are theynervous about and talk to them about this.

• Consider needs of SEND children – YourSENCo may need to link with the feederchildcare setting and parents. Be aware thatthere could be children coming up to youthat would ordinarily have an EHCP in placebut due to the process being halted thatmight not have happened. Working withyour feeder pre-schools, nurseries, DSC andchildminders will be vital to understand theneeds of these children. They may well havealso significantly regressed due to lack ofspecialist support whilst they have been athome with parents and carers. There will alsobe a backlog of other services such as SALTetc… so children might not have everythingin place as they normally would have due tolack of access during this time. It would alsobe worth asking the settings if they have hadcontact with an EYIO or SEND Lead workeras contacting them may also give you furtherinformation on the child.

• Consider needs of all vulnerable children –CiN/CP/LAC/FSM/EYPP/Previously two yearfunded. Make sure you are asking if yourfeeder children have ever been in receiptof 2-year-old funding and EYPP funding as

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these are highly likely to be your new FSM and PPG children, we have added all of this information to the revised transition form. We are expecting that there will be a number of vulnerable children who are not in any of these categories, as during the pandemic their circumstances have changed and families that settings were not concerned about before may have had a very stressful time particularly if they are not used to having their child at home. This will also be heightened if there are younger siblings. So therefore, you may find there is a greater need for emotional support for these children.

• Signpost to online starting school resourcessuch as BBC Bitesize which has produced a‘starting school toolkit’ for families to access.This has lots of different articles and games,including ‘buds number garden’ and ‘myfirst day at school’ game. As well as articlesfrom other headteachers and how they aremanaging transition as well as other guidesfor parents and carers on how to preparetheir child.

www.bbc.co.uk/bitesize/collections/starting-primary-school/1

• If you use an online Learning Journey system– set up a second class for your new startersif this is possible. Class teachers can recordvideos introducing themselves, carry out a

virtual tour of the classroom, read stories etc. It would be good for the headteacher, TAs and office staff to do this as well as they will be the people that the child will see at school regularly.

• Send home weekly ‘challenges’ for thechildren with practical activities to promoteindependence. These could be things such as,to try and cut up own food, feed themselves,get dressed by themselves, put their ownshoes on.

• Ask your current year five pupils to write aletter welcoming one of the new receptionchildren (a buddy system). They could writethem a letter to welcome their buddy andsend it to the school, the school could thenpost these out, they could also record videomessages for the new children about whatthey most like at school, what they arelooking forward to etc.

• School uniform – consider what you aregoing to be asking your children to wear fromSeptember. Will they be in school uniform,will they be in PE kit etc. Will parents be askedto wash all of the clothes daily, in which caseyou may review which items you would likethem to wear. Will they be asked to bring abook bag/school bag?

Appendix 3: Ideas you can send home to your parents• Chat with your child about starting school

to get them used to it. Ask what they thinkit will be like? What are they most lookingforward to? Is there anything they’re unsureor worried about?

• If your child seems anxious about school,try focusing on the things they’ll like best –maybe the construction, playhouse or newfriends. Perhaps they have some friends frompreschool who will be starting reception atthe same time.

• If your child has a favourite security toyor blanket, try to get them used to beingwithout it during the day. Talk to their newclass teacher to find out if your child canbring their toy or blanket and leave it in a trayor on their peg.

• Find photos of you and other family membersat school, and chat about happy memoriesfrom your own school days. This will helpthem see the positives.

• Practise the school morning routine, includinggetting dressed and eating breakfast in timeto leave for school. Practise the school runso that you’re both prepared for the schoolmorning journey. You may need to practicelining up and waiting to go in to school andsee if there are any markings at the school.

• Support your child to be confident whengoing to the loo in time and wiping as bestthey can. If you have a different phrase forgoing to the toilet at home let the newclass teacher know. This will help them tounderstand what your child is trying to ask.

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• Chat to your child about the importance of good handwashing, especially at this unusual time, with soap and water. Explain that this is especially important after going to the toilet. A good way of showing how germs can linger is to let your child cover their hands in paint (pretend germs) and try to wash it all off.

• Introduce your child to the routine of ‘catch it, bin it, kill it’ – catching their sneeze or runny nose in a tissue, putting it in the bin straight away, then washing hands to kill germs.

• Get your child into the habit of hanging their coat up, putting their toys away, clearing the table, and so on. This will help prepare them for doing these things when they are at school. You could turn it into a game as many schools use a piece of music to indicate tidy-up time and motivate children to help.

• Let your child practise putting on their school clothes and take them off in preparation for the morning routine and PE sessions

• If your child will have school dinners it will help them if they practise using a full-sized knife and fork and carry a plate or tray. If your child will be taking a lunch box, make sure they can open it as well as any containers and packets inside.

Appendix 4: SEND Team (LA) Information and resources for supporting a good transition

It’s really important that we consider children with additional needs and their vulnerability and plan carefully for their inclusion and transition to school. We have therefore put together some resources below

All about me book

Skills for schools checklist

Prompts for Transition meeting

Transition one page profile All about me booklet Skills for school’s checklist

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Name: DOB: Number of sessions attended per week:

SEN Code of Practice Start date:

/15hrs Term: 5 Month: April

Age in months: Number of sessions actually attended: SEN support/EHCP Review date:

Term: 6 Month: July

Long Term Outcomes: (refer to Summative Assessment)

Short Term Outcomes Type of ProvisionFrequency and duration Delivered by

Evaluation/Next steps (refer to Summative Assessment)

Personal, Social and Emotional Development

a. That X will be able tobe make a successfultransition from pre schoolto school in September

(PSED)

(refer to Summative Assessment) Choose from the menu what is appropriate and delete others

• Visual Timetable –whole session routine

• Visual cue cards• MAKATON• Early morning box• Timers• Social stories• Photos

• Daily• Key person work (1-1)• Small group work• Paired work• Parent

Working towards Met Exceeded

Communication and interaction:

a. That X will havedeveloped communicationskills that enables he/sheto be understood andunderstand in a range ofsetting with a range ofadults and children

(CL)

X will be • able to ask for help• able to take turns and share toys• Play games with others• Interact with other children• Interested in story reading and looking at

books • Able to communicate needs and feelings• Able to recognise own name in written

print• Able to sit still and listen for a short while• Follow instructions• Understand about rules and consequences

• Visual Timetable –whole session routine

• Visual cue cards• MAKATON• Early morning box• Timers• Social stories –

emotions• Photos• PECS phase x• TEACCH

• Daily• Key person work (1-1)• Small group work• Paired work• Parent

Working towards Met Exceeded

Appendix 4a: Example of SEND information sent from Springboard Local Opportunity Group to schools

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Long Term Outcomes: (refer to Summative Assessment)

Short Term Outcomes Type of ProvisionFrequency and duration Delivered by

Evaluation/Next steps (refer to Summative Assessment)

Sensory and physical needs:

a. That X will have developed a range of fine and gross motor skills to enable her/him to become more independent in self-care

b. That X will have developed a range of fine and gross motor skills to be able to engage in a range of physical activities

(PD) (EAD)

X will • know when to wash his/her hands • be able to go to toilet on own/be involved

in toileting routines • wash and dry hands on own • know when to wipe his/her nose• how to use cutlery • be able to open own packed lunch • be confident at opening wrappers and

packaging • be able to take own clothes off and assist

with dressing • be able to make different shaped scribbles • able to hold a pencil or mark making tool

• Visual Timetable – whole session routine

• Visual cue cards • MAKATON • Early morning box • Timers • Social stories –

emotions • Photos• PECS phase x • TEACCH

• Daily• Key person work (1-1)• Small group work • Paired work• Parent

Working towards Met Exceeded

Cognition and learning

a. That X will have developed skills that enable him/her to access the early years curriculum

b. That X will be able to respond to strategies that enable him/her to access the early years curriculum

(M, UTW, L )

X will • enjoy practicing counting • like saying number rhymes and playing

counting games • recognise some numbers when written

down

• Visual Timetable – whole session routine

• Visual cue cards • MAKATON • Early morning box • Timers • Social stories –

emotions • Photos• PECS phase X • TEACCH

• Key person work (1-1)• Small group work • Paired work• Parent

Working towards Met Exceeded

Child’s Name Likes to be known as

DOB: Parent/Carers names

Age

What do people admire about me?

How am I learning?

How am I communicating with others?

How do I need to be supported? (e.g. MAKATON PEcs. Objects of reference. Seating, feeding, toileting)

What is important to me? What do I enjoy?

What can I do for myself?

Who is important to me?

What makes me ‘me’?What are my strengths?

How am I showing my interest/engaging in play opportunities? What are my fa-vourite play activities? How do I problem solve? When is my play purposeful? What is my level of concentration? When is my play flexible? How do I cope with inter-ruptions? When do I share my experienc-es with others? When do I play alongside others? Where do I go?

How do I interact with others around me? How do I interact with peers? Am I aware of them? Do I react to them? How do I respond to familiar/unfamiliar adults? How do I initiate social interac-tion?

What do you know about my family, their situation? - netwroks, values. What do they want me to gain from my time at nursery? What are my family concerned about? Who else is involved?

Appendix 4b: Example of gathering information from children (Springboard) - annotated

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Child’s Name Likes to be known as

DOB: Parent/Carers names

Age

What do people admire about me?

How am I learning?

How am I communicating with others?

How do I need to be supported? (e.g. MAKATON PEcs. Objects of reference. Seating, feeding, toileting)

What is important to me?What do I enjoy?

What can I do for myself?

Who is important to me?

Appendix 4c: Example of gathering information from children (Springboard) - blank

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Appendix 4d: Early Years Transfer Form for Children with Additional Needs

Click here to fill in editable version

Name of EY’s setting SENCo Setting (1) Setting (2)

Telephone numbercontact details

What sessions does the child attend?

Intervention Profile

24-36 month EYFS progress check identified progress was less than expected Yes No

Health Visitor - Ages and Stages Questionnaire (ASQ -3 or ASQ- SE) or Schedule of Growing Skills (SOGs) where progress is less than expected.

Yes No

Early Years Inclusion/multi agency TAC Meeting Yes No

Early Help Common Assessment Framework (CAF) Yes No

The Early Years Graduated Response to SEND (GRSS) identified areas of concern Yes No

Main areas of concern (Please highlight)

Speech and Language Social Communication Behaviour, Emotional and Social difficulties

Other Physical difficulties Medical

Is the child able to use the toilet independently? Yes No

Does the child have a medical diagnosis?

Yes No (if yes, please give details)

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Additional support provided within the setting (Please tick)

Individual Education Plan (IEP) Boosting Language Auditory Skills and Talking (BLAST) programme

Resources/equipment Individual visual support strategies e.g. symbols/photographs/sand timer

MAKATON Health Care Plan and/or Healthcare Needs Risk Assessment

Social skills group Any other?

Multi agency involvement (Please tick)

Speech Therapist Paediatrician Health Visitor

Children Centre Outreach Home Start Social Worker

Child and Adolescent Mental Health Service (CAMHS)

Occupational Therapist Physiotherapist

Early Years Inclusion Officer SEND Lead Worker

Is the child clinically vulnerable to COVID-19? Yes No

Does the child have a shielding letter? Yes No

Any other relevant information e.g. Parenting courses attended

Parent/Carer’s views

Please agree how relevant reports can be shared i.e. attached to the email, taken to the school by parent, provided by setting.

Privacy NoticeThis data is being collected and used to provide information to support your child’s transition to school.

This information will only be shared with your child’s primary school and will be retained by us. (Early Years Setting – Please state below how this information is stored)

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Top tips for you and your child starting school

Self confidenceLet your child know they are special, make them feel valued and respected.

Look and listen to them when they talk to you.

Making friendsEncourage your child to share and play with other children regularly.

Encourage and support your child’s

efforts

Encourage your child to share and take turns

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Appendix 4e: Top tips for you and your child starting school

Click to open PDF

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Name: DOB:

Please add photo

Setting: Key Person

Date started at setting: Number of sessions

Date completed: Receipt of funding (tick all that apply)

30hrs two year funding EYPP ISF DAF

Other settings/childminder that child has attended:

Characteristics of Effective Learning

Playing and Exploring Active Learning Creating and Thinking Critically

Key Strengths and Areas to Develop: Interests and Motivations to Learn:

Setting Comments

Parent/Carer’s Voice:

Child’s Voice

LA summative transfer form to school

Will the child need any additional support because of Covid-19?

Additional information: Specific medical needs, languages spoken at home, CAF, SEN Support level, My Support Plan, My Plan (statutory EHC Plan), SALT, EYIO, SEND Lead Worker and any other professionals involved – Please give contact details where possible

Date sent/agreed with parents:

Top tips for you and your child starting school

Self confidenceLet your child know they are special, make them feel valued and respected.

Look and listen to them when they talk to you.

Making friendsEncourage your child to share and play with other children regularly.

Encourage and support your child’s

efforts

Encourage your child to share and take turns

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CommunicationTalk with your child about starting school. What do they think it will be like? What are they most looking forward to? Is there anything they are unsure or worried about?

Find some regular quiet time and keep listening to your child’s feelings about school.

Sing and listen to nursery rhymes and

songs together

Let your child know their

feelings are important and understood

Managing feelingsIt is natural for your child to experience a variety of emotions. Reassure and support them by listening, cuddling, responding and staying calm.

Self help skillsEncourage your child to be independent. This includes dressing, eating, laying the table, blowing their nose, going to the toilet and helping themselves to water.

Singing and rhymingSongs and rhymes help to develop your child’s language. Find out about rhyme time at your local library.

ReadingChildren love it when you share stories together, it will make it more exciting for your child if you have fun using your voice. You could read labels in shops, stories in bed, signs in the street, ask your library about rhyme time.

Playing and exploringBe excited, enthusiastic, curious and confident about discovering new things. Take time to have fun and play regularly with your child.

Enjoy sharing stories and

reading together

Be active with your

child

Being activeExplore the outdoors with your child – let them look for mini bugs, jump in the puddles and get messy.

Eat with your child and

encourage everyone to try different

foods

Eating wellChildren need healthy eating habits to thrive. Encourage your child to drink plenty of water throughout the day. A healthy breakfast will set your child up for the day.

Let your child do it themselves

Find a quiet time to talk with your child

about school

Encourage your child to explore and

solve problemsPROOF

Early Years Transfer Form for Children with Additional Needsat SEN support level with or without a ‘My Support Plan’

Name of EY’s setting SENCo Setting (1) Setting (2)

Telephone numbercontact details

What sessions does the child attend?

Intervention Profile

24-36 month EYFS progress check identified progress wasless than expected Yes No

Health Visitor - Ages and Stages Questionnaire (ASQ -3 or ASQ- SE) or Schedule of Growing Skills (SOGs) where progress is less than expected.

Yes No

Early Years Inclusion/multi agency TAC Meeting Yes No

Early Help Common Assessment Framework (CAF) Yes No

The Early Years Graduated Response to SEND (GRSS) identified areas of concern Yes No

Main areas of concern (Please highlight)

Speech and Language Social Communication Behaviour, Emotional and Social difficulties

Other Physical difficulties Medical

Is the child able to use the toilet independently? Yes No

Does the child have a medical diagnosis?

Yes No (if yes, please give details)

Additional support provided within the setting (Please tick)

Individual Education Plan (IEP) Boosting Language Auditory Skills and Talking (BLAST) programme

Resources/equipment Individual visual support strategies e.g. symbols/photographs/sand timer

Makaton Health Care Plan and/or Healthcare Needs Risk Assessment

Social skills group Any other?

Multi agency involvement (Please tick)

Speech Therapist Paediatrician Health Visitor

Children Centre Outreach Home Start Social Worker

Child and Adolescent Mental Health Service (CAMHS)

Occupational Therapist Physiotherapist

Early Years Inclusion Officer SEND Lead Worker

Is the child clinically vulnerable to COVID-19? Yes No

Does the child have a shielding letter? Yes No

Any other relevant information e.g. Parenting courses attended

Parent/Carers views

Please agree how relevant reports can be shared i.e. attached to the email, taken to the school by parent, provided by setting.

Privacy NoticeThis data is being collected and used to provide information to support your child’s transition to school.

This information will only be shared with your child’s primary school and will be retained by us. (Early Years Setting – Please state below how this information is stored)