Page 56 - PSPS: A Training guide

Are we supporting their parents around the transition process? How?

Are there any children that may require additional emotional support?

Have we shared relevant information between our preschool and primary
school, perhaps in a child’s ‘passport’?
Have we or the parents been able to bring the child to the new classroom and
discuss the differences?

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

Self-reflection is also a core part of everyday parenting. As parents, it is sometimes
only when our children have gone to bed that we look back at our day and think about
what went well and what did not go as planned. These questions can help guide your
thinking:
Do I know enough about my child’s new school and if not, how can I find out
more?

Am I ready for their move to primary school myself? If I am slightly anxious
(which is perfectly normal), what am I doing to avoid passing that anxiety to
my child?

How is my child at separating from me?

How is my child feeling about the transition?
How am I supporting those emotions?

Is my child able to put their feelings into words?
Are they able to talk about issues that worry them, or things that they enjoy?

Do we talk enough about the new school to help my child understand what is
happening?

Do we try not to talk too much school so that my child does not feel
overwhelmed?

Has my child any special needs, if so, what information does the school need in
order to meet my child’s needs?

Am I waiting for any assessments for my child? If so, have I let the school
know?