Nursery World - Transitions: How to plan for high quality transitions well in advance

In the second instalment of her transitions series, Catherine McLeod explains that her research found transitions for children who require extra support need to be handled early, with activity ideas and ways to involve the child’s family

Working with parents will help children feel at home as they settle in.

Transitions for children with special educational needs and disabilities (SEND) often need to be longer and more detailed than for other children. Children with SEND can struggle with change, and for their families the move between early years and school can be stressful and daunting as they may have to decide whether they want to go to mainstream or specialist school.

My previous article looked at key barriers affecting the success of transitions that we identified during the Dingley’s Promise transitions project (funded by the Department for Education), which was part of the Early Year SEND Partnership. This article will focus on the practical ways that education professionals can deliver high-quality transitions directly to children, with a focus on the early years setting, on the families, and also on the receiving setting.

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