The transition from the preschool setting to school

During the Foundation Stage there will be a point of transfer for children when they move from a pre-school setting to a school. In supporting the transition to the curriculum of the reception class of infant school it is important that the Foundation Stage curriculum in the pre-school setting is delivered in the knowledge that its contribution represents only a part of the stage and that it will be continued by the receiving school. The stepping stones within the Foundation Stage are not age-related goals and rates of progress will of course vary between children (QCA/DfEE, 2000). It is likely that most 3-year-old children in the Fundation Stage will be better described by the earlier stepping stones, while the later stepping stones will usually reflect the attainment of 5-year-old children. Children will therefore be at different points in terms of progression through the stepping stones and accurate records are essential in ensuring that the teacher of the receiving class can plan for appropriate progression in learning.

Discussion

At the transition to primary school, it is not just the issue of ensuring curricular continuity and progression in learning that needs consideration, the primary school potentially represents a source of anxiety for the child because of differences in organizational structure.

Table 1 identifies some of the differences the child might encounter when starting primary school, together with some possible strategies to address these.

Discussion

■Can you add any more differences?

■Can you add any more strategies?

What might be the child’s anxieties/feelings in relation to each difference?

The way the child and parents are introduced to the school setting is important in supporting the transfer from pre-school to school. The following approaches are likely to be helpful:

■ The child visits the school either with the early years practitioner from the pre-school setting or with their parents.

■ Induction sessions for the child where he or she spends a period of time in the classroom.

■ Parents are encouraged to share their knowledge and views of their child’s development and raise any concerns.

■ Home visits and visits to the pre-school setting by the teacher, TAs, etc.

■ The separation of the child and parent is not rushed. Parents are encouraged to come into cloakroom areas and into the classroom when their child first starts school.

■ Thought is given to how new entrants are gradually introduced to occasions in school when they will encounter larger groups of children, e.g. whole-school assemblies and the dining hall.

■ Where the child has additional educational needs that require specific support, this information is transferred well in advance and, where necessary, external agency advice, additional training for staff and specialist equipment are sought before the child starts.

Much of the effort of the receiving school will be devoted towards developing positive links with parents. Schools will need to consider how they communicate with parents so that the right tone is set for a positive partnership. Consideration of practicalities such as the timing and length of meetings, seating arrangements, availability of refreshments and the level of formality of the event will determine the success of this process.