Seamless Transitions Early Years – supporting continuity · hl give child ren and th to eir...

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?

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2child

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gAs

sistant

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ry’s

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hool

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n we

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urag

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d

supp

ort s

moo

th tr

ansit

ion

thro

ugh

the

Foun

datio

n St

age

and

in to

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1 th

roug

h th

e

crea

tive

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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

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e

and

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tage

1 in

the

lear

ning

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teac

hing

of I

CT.

Y1teache

r

StPaul’s N

ursery

School

andSt

Paul’s C

E

PrimarySc

hool

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teache

r

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t hav

e Yo

rk sc

hool

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n do

ing

to fu

rther

dev

elop

tran

sitio

n

betw

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ptio

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ar 1

? Fo

r exa

mpl

e:

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gstaf

f

expe

rtise

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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

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ortin

gle

arni

ng

and

teac

hing

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ovin

g ad

ult:

pupi

l rat

io, f

ull t

ime

TA in

YR-

Y1

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ping

child

ren

feel

secu

re

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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

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ging

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nts

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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

.

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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

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invo

lvem

ent o

f par

ents

and

care

rs in

thre

e Sh

ared

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datio

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mun

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artn

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thei

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oppo

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qual

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and

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mov

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thro

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irres

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ttend

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e co

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f Yor

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arly

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and

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esig

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ppor

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dev

elop

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trans

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pra

ctice

for c

hild

ren

from

birt

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six.

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t Mar

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etel

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ed th

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achi

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Rece

ptio

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d in

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ge 1

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n we

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inue

to su

ppor

t and

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ed

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datio

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unity

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tner

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s?

Ref: 0

271-

2006

POS-

EN

Aco

rn P

ress

03-

2006

TTranssit

ionMa

ttters

rans

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s ton

yof

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f Yo

trs

rk

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child

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ldre

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sess

men

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form

atio

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acce

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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:


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.


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


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


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


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


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


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.


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


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.


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

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unity

Service Sh

ared

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s

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volvi

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any c

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heir

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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.


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.


Effective communication with:


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.


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


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


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


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


A creative orientation to learning

Kirklees

CCL Session – observations KS1


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


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


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


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.


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


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]


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

•

•

•


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

[email protected]


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.


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

[email protected]


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.


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

[email protected]

[email protected]


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


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]

[email protected]


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;

•

•


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

[email protected]

•

•


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

•

•

•

•

•

•

•

•

•


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

•

•

•


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

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