Transition Policy

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In this policy, ‘TRANSITION’ describes the movement that takes place from one familiar setting (including the home) to another. It is defined as the process where policy and practice has been adapted to support children in settling into their new learning environment in preparation for future learning and development.

Statement of Intent

At North Ealing Primary School (NEPS) we recognise that the key transition points, entering new situations across the school and starting a new school can be stressful and disruptive for a child. It is our intention to make this experience positive for every child and to ensure that all children, regardless of their background, abilities, or needs, receive equal opportunities and a positive transition experience.

Aims

We endeavour to provide our children with smooth transitions through their primary school years. We endeavour to ensure that they make good progress and have a clear understanding of the new expectations.

We ensure that the pace, variety and quality of learning and social experiences are consistent through potentially unsettling transition periods so that children can continue to make good all round progress.

Inclusion

We provide equality of opportunity and inclusion by:

● Embracing diversity and fostering awareness of different cultures and socioeconomic backgrounds;

● Providing individualised planning and collaborative support for children with SEND and English as an additional language;

● Providing children with opportunities to share their thoughts regarding transition throughout the school year;

● Ensuring continuity of learning styles between year groups in order to engage all learners;

● Ensuring continuity and progression of the curriculum across each year group and phase;

● Ensuring that expectations for behaviours for learning are consistent across the school;

● Ensuring that the Learning Values and Articles of the Rights of the child are applied consistently across the school;

● Ensuring that all pupil records are passed on and discussed with the new year group teachers through regular pupil progress meetings;

● Use summer pupil progress meetings to discuss and agree attainment and progress levels for each child.

Entry to Nursery

The following steps are taken to ensure that both the child and parents are confident, informed, and happy and relaxed about the school:

● School tours are offered to any parent considering sending their child to North Ealing

● Early Year Foundation Stage (EYFS) Open Days offer parents an insight into school life

● School Welcome Packs are given to all parents

● Parents of prospective children are invited to a welcome meeting, prior to starting, to become familiar with the school and settling in procedures

● Prospective children visit the nursery with their parents/carers, before they start, to become familiar with their new setting

● Home visits, where appropriate, are undertaken by teachers and EYPs, prior to children starting

● Staff can visit local pre-schools prior to new intake to allow the children to meet them and observe the children in familiar surroundings

● Staggered induction of children to ensure the child’s key worker can spend time with them, developing routines, settling in etc.

From Nursery to Reception

In order to make the transition to full time school as smooth as possible the following are considered:

● Summer Term stay and play for families to familiarise themselves with the Reception learning environment.

● 1:1 parent meetings during the first week of the Autumn term.

● ‘Meet the Teacher’ evening within the first 2 weeks of term.

● For NEPS nursery pupils, Nursery and Reception staff regularly meet together for handover meetings to share information about each child and to discuss areas for development highlighting children’s targets

● Nursery children – arrange regular visits to reception class and teacher/support staff throughout the summer term

● For pupils new to NEPS, there is an exchange of information – School Welcome Pack, Admission form and any prior nursery records

● Home visits, where possible, are undertaken by teachers and EYPs, prior to child starting

● Pupils attend for a half day’s session during the first 3 days of school

● Teachers and EYPs accompany children to the dining hall and help forge relationships between the children and lunchtime supervisors

Reception to Year 1 (Key Stage 1)

At the end of Reception:-

• Increased attendance at Key Stage 1 assemblies, across the year from the Summer term

• Transition meetings between Reception and Year 1 staff are held in the summer term. All EYFS assessment results are passed up.

• SIMS data is used to provide evidence of the previous year’s progress and attainment.

• Phonics tracking is shared with Year 1 staff.

• Pupil Progress meetings are held at the end of Summer Term between Reception teacher, Deputy and SENDCo to ensure provision is adapted accordingly.

• Children on the SEND register have a learning plan to help the transition process developed by the SENDCo and class teacher.

• Pupil voice is used to ensure the children’s concerns are addressed.

• All children visit new classes and work alongside new teachers on ‘Meet the Teacher Day’ in the Summer term.

At the beginning of Year 1:

• Familiar EYFS staff members are on hand during the first few days of Year 1 to help settle the children.

• Year 1 teachers use the EYFS guidance to inform their teaching for some children (summer born, SEND, EAL, etc).

• Opportunities in the first half term for child initiated learning, both inside and outside the classroom are made.

• The pupils continue in their phonics groups from the previous year. This enables them to settle into the expectations of the new year group and enables the staff to monitor and assess this progress. The pupils are reassessed before autumn half term and the phonics groups are realigned to match the new assessments.

Transition in subsequent years throughout the school

● All children visit new classes and work alongside new teachers on ‘Meet the Teacher Day’ in the Summer term.

● Children are encouraged to share their work with their new teachers at the start of the academic year.

● Y3 pupils share their experience of transition with the upcoming Y2s.

● Y3 pupils have a class ‘carpet’ similar to KS1 which is situated by the IWB.

● The attainment and progress of all pupils is tracked and monitored and discussed in pupil progress meetings. This information is passed on in the transition meetings.

● Transition meetings are held in the second half of the summer term. Teachers meet formally to discuss individual pupil’s attainment, progress and targets.

● Additional intervention meetings are discussed with the relevant staff and SENDCo to ensure these are up and running the second week back in September.

● SIMs data and statutory data is used to provide evidence of previous years’ progress and attainment.

● Pupil voice is used to ensure the children’s concerns are addressed.

● P2B/Talk is available for any children who wish to talk about their concerns.

Staff:

● Follow the school Teaching and Learning policy, Relational Behaviour policy and all curriculum policies to ensure consistency of approach across the school

● Participate in pupil progress meetings at the end of the summer term to ensure that all pupil data is ready for a smooth start to the autumn term

● Meet together, at the end of the summer term, for a handover meeting to share information about each child and to discuss areas for development highlighting children’s targets and using learning plans where relevant.

● SEND and support staff feedback on progress and development of target pupils.

● Ensure, wherever possible, that there is a targeted use of support staff to aid the transition process, and maintain academic progress.

Transition from Primary (KS2) to High School (KS3)

● Pupils attend the common induction days organised by Ealing for all pupils transferring to the local state high schools – this helps them to become familiar with their new surroundings.

● Induction days are also available for ‘out of borough’ schools and private schools.

● Tutors from the high schools visit to meet formally with the Year 6 teachers and to meet the pupils.

● Pupils take part in workshops organised by High Schools for all pupils.

● Vulnerable pupils (SEND, PPG, Mobile, CP) receive additional support before and after transition.

● Pastoral support for all pupils also available through P2B/Talk at NEPS.

● Pupils take part in transition work undertaken in the second part of the summer term as organised by the class teachers and SLT.

● Transfer of records to High Schools takes place by the end of term.

Impact

A smooth transition period will enable the pupils to have a clear understanding of expectations, continue to make good all round progress and to settle happily into their new environment.

Assessment

• Targets for the autumn term will be set at the end of the summer term by the previous class teacher, using both formative and summative assessments. This data is recorded in SIMS at the end of the summer term.

● Close tracking of attainment and progress will continue throughout the autumn term, and subsequent terms, ready for discussion at all pupil progress meetings.

● The Pupil Progress meeting at the end of the summer term is specifically to inform transition. Receiving teachers will meet with class teachers in order to moderate samples of work and agree levels and targets.

Monitoring and Implementation

The year group leads work with their teams to ensure that the Transition Policy is being implemented. They meet towards the end of the Autumn Term to review the transition and settling-in period.