Transitions: Part 1 - Preparing children for the move to Key Stage 1

Making a move at any stage in our lives can be daunting. But in England it has been recognised that the move children make from the Early Years Foundation Stage to Key Stage 1 (KS1) can be too abrupt and even cause them distress.

Part of the mandate given to Sir Jim Rose in undertaking his review of the primary curriculum was: 'so that children have a smoother transition from play-based learning in the early years into primary school' (DCSF press release, 9 January 2008). So, how do you prepare children for a smoother transition to Key Stage 1?

IMPROVING EXPERIENCES

Any project to improve transition needs to consider carefully the principles that underpin an effective programme of transition. The following principles were originally developed with Oxfordshire teachers and then refined and added to by teachers in other local authorities around the country.

1. Transition is a process, not an event

It takes time to prepare children, and to be prepared for children to move across phases.

Teachers who take transition seriously know that it does not happen in one afternoon in July! Children need time to get to know new teachers and new classrooms - one visit is not enough - and teachers need time to get to know their new children. The more time that is invested, the greater the likelihood that transitions will be positive.

Case study In one school, children visit Year 1 (Y1) in small groups. They prepare an interview for the teacher, video the interview and the aspects of the classroom that they like best, then share their films with the rest of the class before returning for a whole-class visit later in the term.

2. Transition is a whole-school issue

The development of seamless experience between the EYFS and KS1 requires the understanding and support of head teachers and senior managers.

Head teachers and senior management teams need to recognise how important it is for children - and staff - to have time to prepare for transition properly and to ensure that adequate financial resources are set aside to support the process. All senior staff need to understand how children learn in KS1 so that when they monitor the quality of teaching and learning, they have appropriate expectations for planning, practice and evidence of learning.

Case study In one school, the head teacher timetabled every KS2 teacher to spend time observing in the Foundation Stage. A series of staff meetings were then held to discuss what had been seen, and the implications of this for planning, monitoring and school development in both the Foundation Stage and KS1.

3. Transition should be viewed as positive and exciting

Children, parents and teachers need to be confident that their aspirations have been addressed and that their needs will be met.

Everyone involved in transition is more likely to feel positive if they are fully informed about what will take place and if they believe any concerns are being addressed. Adults shouldn't assume that just because they are happy, children will be happy too. Careful planning is crucial if it is to lead to positive outcomes for children.

Case study In one school, teachers gave every child a Digi Blue camera with which to record their visits to Y1. Their photos were downloaded and made into an individual book, which each child took home to share with their parents and carers and refer to over the summer holidays, in eager anticipation of their return to school.

4. Transition should be a smooth and seamless journey for all children

Effective transition relies on provision, pedagogy and curriculum continuity.

As children move into Y1, provision, pedagogy and the curriculum need to be sufficiently familiar for children to remain relaxed and secure, in order to best demonstrate their abilities as an effective learner. Children will learn new skills and understandings when they are confident in their current abilities, and teachers should aim to make the transition to KS1 as seamless as possible by building on successful learning in the EYFS.

Case study In one primary school, every Friday, the Y1 teachers swapped classes with their Foundation Stage colleagues. In this way the Y1 teachers came to understand the ways in which children were learning in the EYFS and what made them confident and motivated to learn. They were then able to plan a programme for the early weeks of children's Y1 experience which mirrored the children's experiences in the Foundation Stage.

5. Transition should take account of differences and the particular needs of all children

The starting point for transition is always the individual child.

Children respond differently to the prospect of change, and these individual differences should be reflected in any planned programme for transition. Additional time and support may be needed for those who are younger or less mature or less confident, who are less able, or who have Special Educational Needs or English as an Additional Language.

Case study In one school, children deemed to be particularly vulnerable to change were given the role of 'class detectives', and sent to the Y1 classes ahead of their peers to 'investigate' the lie of the land. These children were able to make several visits, gathering 'evidence' which they recorded on camera and then took back to the EYFS. In this way the children had valuable additional visits without any stigma that they were being given special treatment.

6. Transition relies on close and respectful relationships between families and schools

Communication with parents and carers should inform the transition process, and the needs and concerns of parents should be addressed alongside those of their child.

For the child, a close, respectful relationship brings security from knowing that special adults at home relate well to special adults in the school. For the teacher, the relationship brings information that helps to build a more complete picture of each child in the class. For the parent or carer, the relationship brings confidence that they are genuine partners in the child's school experiences.

Case study In one school, staff persuaded their head teacher to hold a parents' meeting in June of the year in which children were to transfer, to explain about their new Y1 learning and teaching plans. The head was reluctant at first, having always held this meeting at the start of the September term. But the staff persuaded him that an early meeting would give parents more opportunity to think about the issues raised, hopefully be more positive about what their children would experience and then be in a better position to help their children look forward to the move to Y1 with eager anticipation.

7. Transition relies on collaborative and co-operative working between staff in both phases

Both reception and early primary staff have vital roles to play in the transition process, and much to learn from each other.

There is no point in getting children ready for transition if, when they arrive in Y1, their experiences do not build seamlessly on those in the EYFS. Collaborative working should lead to mutual respect for each others' experience and expertise, increased knowledge about both Key Stages and, ultimately, greater continuity in children's experiences.

Case study In one school, the head teacher funded the release of staff to work together on transition for half a day a week for six weeks. This meant that staff could visit each other's classrooms, share records and profiles, do joint observations, and plan - all without having to find time at the end of a working day.

8. Effective transition is only achieved after consultation with children and their parents

Each child and every parent has their own experiences of and feelings about impending transitions, and these should inform the transition arrangements in their school.

Knowing children and their families well gives teachers the most effective starting points for planning an effective programme for transition. Children can be asked 'how do you feel' about the move to Y1 (see Fisher 2009), and children who have just made the move can be asked for ways of improving transition for the next class. Parents and carers also need to have their voices heard, for they will have a different view of transition - possibly from the experiences of older children in the family - and should be able to share these experiences with the school.

STRATEGIES

The case studies here offer examples of how different schools have addressed the key principles that underpin effective transition. The following are some practical steps that schools have taken to make transition a positive experience for all concerned. Perhaps, in discussion with your colleagues, you will choose to include some of these in your own planning and preparation for children's move to KS1.

STRATEGIES FOR STAFF

Reception staff

• Consult children and parents about their feelings about the move to Y1.

• Give KS1 staff briefing about the EYFS Profile outcomes and their implications.

Y1 staff (teachers and support staff)

• Visit reception class to read stories to children.

• Attend any necessary courses about developmentally appropriate practice that builds on the EYFS.

Reception and Y1 staff

• Visit each other's classes to become familiar with expectations of children and learning experiences of children when they move on.

• Swap classes and teach for a morning, afternoon, day or on a regular basis (thus no supply cover is required).

• Undertake joint observations of selected children and share possible 'next steps' of learning.

• Meet to pass on information from children's records or profiles, including any knowledge gained from home visits.

• Meet to plan for the longand medium-term stage curriculum coverage.

• Move with the children each year on a rolling programme, so the reception teacher becomes the Y1 teacher and the Y1 teacher takes reception (this can also apply to support staff).

After transition (in September)

• If reception children do not start at the beginning of term, reception staff can support any children who are new to Y1 and feeling unsettled in the first few days.

• After a few weeks, reception teachers visit Y1 to see whether children are learning according to their expectations and whether children have made the transition positively.

• Foundation Stage and Y1 staff continue to share and moderate observations of children who have transferred to Y1.

STRATEGIES FOR CHILDREN

Reception children

• Are told who their teacher is as early as possible.

• Visit Y1 to work and play alongside buddies (see below).

• Make a book of 'treasured memories' of the Foundation Stage to share with Y1 teacher and/or buddy.

• Take cameras on their visit to Y1 to capture 'things to look forward to' to share with their teacher and/or parents.

• Draw a picture of themselves on visit to Y1, so Y1 teacher can use these to make display to welcome children at the beginning of the September term.

• During visit to Y1, prepare their coat-peg label/tray, label and so on, ready for the start of the new term.

•  Visit Y1 in small groups to 'interview' the Y1 teacher and ask the questions they want to ask (prepared for with the reception teacher). Children identified as vulnerable to transition become 'class detectives' who visit Y1 more frequently to discover more about Y1 and report back to their class. They also go on joint outings with Y1 children.

Y1 children

• Carefully selected children are assigned as 'buddies' to look after/look out for children making the transition to Y1.

• Make a Powerpoint of 'things to look forward to in Y1' and show to reception classes.

After transition

• Children visit reception class in small numbers to share projects or experiences.

• Children have lunch at same time as reception so as not to face the noisy whole-school dinner hall.

• Children are initially accompanied to the lunch hall by a familiar adult (not a dinner lady who has other children to supervise).

• Children feed back on 'things to look forward to' in Y1, ready for the next cohort of children.

STRATEGIES FOR PARENTS

• Consult parents about their feelings about transition, before and after the event.

• Hold a meeting for parents of children moving to Y1, to explain the KS1 approaches to learning (this should be fronted by the head teacher to explain that these approaches are the most effective for young children's learning).

• Hold meeting for parents of new Y1 children after the start of the new term, to explain further the approaches in Y1 and see if there are concerns/queries (the more negative parents' feelings, the more important it is to deal with their worries in meetings, rather than just talking to them in the playground).

• Hold workshops for parents new to KS1 to explain how children's learning needs are met across the curriculum.

CONCLUSIONS

The transition of children from the EYFS to Y1 involves a great many people. It involves time and thought and commitment to make it a positive experience for all children. It cannot be achieved without wholehearted support from the whole school, and it needs to be seen as a shared responsibility between EYFS staff and their KS1 colleagues.

While the preparation for transition is crucial in its own right, teachers' efforts to make the experience a positive one will amount to nothing if the classroom that awaits the children does not build on the principles of effective early learning.

References

• Department for Children, Schools and Families (2009). Independent Review of the Primary Curriculum: Final Report. London: DCSF Publications.

• Fisher, J (2009) '"We used to play in Foundation, it was more funner": investigating feelings about transition from Foundation Stage to Year 1',in Early Years, 29, 2, July 2009, p131-145.

Part 2 The learning and development needs of five- and six-year-olds is published on 24 June.