Page 64 - PSPS: A Training guide

Reflection Suggestions

Schools and Teachers
Does our school have a written transitions policy?

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

How is each child’s level of physical development ascertained?

Are there children with particular vulnerabilities, such as living in temporary
accommodation where living spaces are cramped and/or their nutritional
needs are not being met?
Are there adequate preparations in place to meet any disabled child’s needs in
an accessible manner?

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 the school meet the nutritional needs of the children? Have they
healthy eating policies for example, and how are these supported for all
children, including vulnerable ones?

How does the school meet the children’s need for physical activity during the
daily routine?
How often do we provide movement breaks?

How do we provide for calm and rest?

What provision do we make for activity when the weather is poor?

Will we monitor the child’s physical development and state of health,
what criteria will we use?

Preschool/Early Years Educators

Have we prepared individual children for the transition by helping
them to develop their skills in dressing, managing fine motor skills
such as doing buttons, zips?

How do we support healthy eating habits?
How do we provide for calm and rest?
Have we shared relevant information between our preschool and
primary school, such as individual children’s need for extra movement,
or support with fine motor work?
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?