Page 14 - PSPS: A Training guide

Will we help the children in the early weeks to learn the layout of the school,
perhaps through making maps and exploring the corridors?

How does the classroom reflect the child’s identity: do they see books, toys,
items which reflect their family unit? Is their language and culture represented?
Are each child’s particular needs being met in an accessible manner?

Are there children with vulnerabilities, such as age, minority ethnic group
beginning in the class?

Are we open to hearing each child’s voice and bring their ideas into our planning?

How do we ensure we hear each child’s voice, what methods do we use?

What connections do we make with the child’s preschool?

Do we liaise with the preschools that will be sending children to our school,
perhaps using video links to show the children their new settings and getting to
know them, or inviting questions from the children due to attend our school?

Would we establish a local forum or network with local preschools to prepare for
transitions?

Where a child has brought a passport or similar, have we made the time to
familiarise ourselves with them?

Have we discussed children’s transition to school with other professionals such
as special needs assistants, social workers, where appropriate and with parental
consent?
Case Study:

A school in Belgium has a transitions programme that consists of:
Two years with the same teacher
Once a month a ‘workshop day’ which is the free choice of the children
Parents have slots where they can be co-teachers

Children spend time with the next class up in advance of their move
Preschool/Early Years Educators

Have we prepared individual children for the transition by helping them to
understand what to expect?

How do we prepare for the final goodbyes?

Are we supporting their parents around the transition process? How?
Have we shared relevant information between our preschool and primary school,
perhaps in a child’s ‘passport’?