Page 55 - PSPS: A Training guide

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

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 adequate preparations in place to meet any disabled child’s needs in
an accessible manner?

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

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?

How will we recognise that a child is struggling to settle?

Will we notice children that are exhibiting signs of a lack of well-being, such as
those indicated on the Leuven Scale, where “the posture, facial expression and
actions indicate that the child does not feel at ease…. the sense of discomfort
is not expressed the whole time”?

Will we monitor the child’s emotional well-being? What criteria will we use?

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?