Page 96 - PSPS: A Training guide

Am I happy to share that passport with the school?

What other information do I want the school to know about my child?
Are we practising the school routine enough that my child is comfortable doing
it in September (i.e. putting on their uniform, the journey to school, opening their
schoolbag etc.)?

Can my child manage going to the toilet on their own?

Am I waiting for any assessments for my child? If so, have I let the school know?
How will I keep checking in on how my child is feeling during the transition?

Tip: We know that asking a young child how their day at school was can result in a
simple ‘ok’ answer. Every evening over dinner or before bed, play the rose and thorn
game. Ask your child for one good thing (rose) about their day and one not so good
thing (thorn), and share yours with them. This is a simple but great way to learn about
any hopes or worries they might have.
Main takeaways

Environments are the places and spaces that children occupy, and the interactions
and experiences that they are part of while they are there.
Environments play a really important role in supporting every child’s transition as
they move from what is familiar (preschool) to what is unknown (primary school).

For young children, understanding the similarities and differences between these
two different environments can really support the transition because it prepares
them for the changes they will encounter.

Connecting the preschool, home and school environments is
really important because it provides a sense of continuity for
children. When adults share information, children benefit.

Environments that are open and welcoming to children and their parents are
environments where children can develop a strong sense of identity and belonging.
This is a key part of supporting meaningful transitions.

Activities such as site visits between preschools and schools and sharing children’s
information ‘passports’ help the child to be more prepared for school AND the
school to be more prepared for the child. That is a win-win.

Talking positively about the transition itself and the child’s new environment can
help them to be excited about this new chapter in their life.

‘I don’t think I realised the role that the actual physical environment played when Zoe was
getting ready to start big school……We talked a lot about her uniform and her teacher but
she got a very big shock when we walked into the classroom. It was huge, which she wasn’t
used to and there was a really strong smell of bleach that she still remembers when she
talks about her first day of school’
(Claire, mom of 3)