Transitions
We understand that young children experience both planned and unplanned transitions, which can significantly affect their emotional well-being. This policy outlines how we support children during these changes to help them feel secure and confident.
General Approach
- Transitions are supported through gradual, sensitive planning by trained, observant staff.
- Children react differently; we tailor support based on individual needs and behaviours.
- Parents/carers are encouraged to share any home life changes that may impact their child, helping staff provide appropriate support.
Room Transitions
- Moves to new rooms are planned with parent/carer input, key person involvement, and child-led visits.
- Familiar adults introduce the new space, with both old and new key persons present.
- Learning journeys (via Famly) and children’s interests guide and support preparations for the new room.
- Visits to previous rooms are supported for emotional closure.
- Parents/carers are encouraged to contribute to learning journeys and view progress at any time.
Starting School or Moving Settings
- We gather school transition details early to support planning.
- School staff are invited to visit and observe the child in the nursery environment.
- Children are prepared through discussions, books, and peer support.
- We share full developmental records and learning journeys with receiving schools.
- We help maintain or form peer connections with children moving to the same school.
- Parents/carers are supported through any anxieties or concerns related to starting school.
Our senior management team prioritises smooth transitions by allocating time for staff to support children and families effectively during these key stages.