Page 13 - PSPS: A Training guide

They are turning overnight into ‘pupils’, perhaps with lessm autonomy than in their
preschool. In addition, they are moving to a situation where all or most of their familiar
friends are gone, and they are part of a group of many strangers. Their Early Years
practitioner may have been an emotional anchor, which is not yet replaced in the new
classroom. It is only by affording each child a safe space where they feel heard that
these needs will become apparent.
In addition, there are broader areas which may present challenges for some children.
The school needs to consider these and ensure that any possible need is anticipated.
These will vary from child to child and family to family and may include:

Children experiencing disadvantage

Children with special educational needs (SEN)

Immigrant children and children with English as a second or other Language

Children from the Traveller community

Summer-born children

‘Children seem to experience a fundamental change in their identity as learners over
the transition from one setting to another: where they were used to being perceived as
competent and autonomous by childcare workers or preschool teachers, they often
seem to be perceived as incompetent novices by primary teachers in the new setting’

(The Image of the Child and the Child’s Perspective,
ISSA presentation to Project Partners PSPS, 2023)

Self-reflection Suggestions

School/Teachers

Does our school have a written transitions policy?

How do we engage with parents throughout the transition process?
Do we have an information board or on-line portal for parents?

Are we communicating openly and regularly with parents so that they are
comfortable talking to us about any concerns or expectations?

How do we as teachers support the child in adapting to the larger group in the
class?

How do we acknowledge the child’s shift in role as they become pupils?

Will it be made clear to each child where the toilets and bathrooms are, and how
they can go to them when needed?