Page 95 - PSPS: A Training guide

Have we shared relevant information between our preschool
and primary school?

Will it be made clear to children where the toilets and
bathrooms are, and how they can go to them when needed?
Have we discussed children’s transition to school with other
professionals such as special needs assistants, social workers,
where appropriate and with parental consent?

Have we collaborated with the local preschools/schools that our children will be
coming from/going to?

Are we open to hearing children’s voices and incorporating that learning into
how we plan our environments?

How do we ensure we hear children’s voices, what methods do we use?

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 feeling about the transition?
How am I supporting those emotions?
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 doesn’t feel
overwhelmed?

Have we practised our new route to school?
Does my child understand that they are moving between two different physical
places?

Do I have photos or images of the school building and classroom that I can look
at with my child when we are discussing school?

If the preschool has given me a passport for my child, is there anything I want to
add?