Transition Policy

North Ealing Primary School

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 we recognise that the key transition points across the school can be stressful and disruptive for a child. It is our intention to make this experience positive for every child.


We endeavour to provide our children with smooth transitions through their primary school years. We endeavour to ensure that, as they progress, our children 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.


We provide equality of opportunity and inclusion by:-

  • 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 Behaviour 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 of summer pupil progress meetings in order to discuss and agree to 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, happy and relaxed about the school:

  • School tours are offered to any parent considering sending their child to North Ealing
  • School Welcome Pack 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 Teacher and EYP, prior to child starting
  • Staff 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 a 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;

  • A Welcome Meeting for all new Reception parents is held in the Summer term
  • For NES nursery pupils, Nursery and Reception staff meet together for a handover meeting to share information about each child and to discuss areas for development highlighting children’s targets.
  • Nursery children – arranged visits to reception class and teacher/support staff.
  • For pupils new to NES, there is an exchange of information – School Welcome Pack, Admission form and any prior nursery records
  • All children entering Reception are invited to a ‘taster’ session with their parents and carers in the Summer Term.
  • Home visits, where appropriate, are undertaken by Teacher and EYP, prior to child starting,
  • Pupils attend for a half day’s session during their first week of school
  • Teachers and EYPs accompany children to the dining hall and help forge relationships between the children and lunchtime supervisors
  • A weekly ‘Soft Finish’ enables children to share their learning environment with their parent/carer and younger siblings.

Reception to Year 1 (Key Stage 1)

At the end of Reception:

  • Increased attendance at Key Stage 1 assemblies, across the year from the Spring term
  • Reception children have opportunities to use the Year 1 playground during the Summer term, to help familiarise them with the environment.
  • Transition meetings between Reception and Year 1 staff are held in the summer term. All EYFS assessment results are passed up.
  • Classroom Monitor is used to providing 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 SENCO to ensure provision is adapted accordingly.
  • 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:

  • Year 1 teachers use the Early Years Foundation Stage guidance to inform their teaching for some children (Summer born, SEN, EAL, etc).
  • Opportunities in the first half term for child-initiated learning, both inside and outside the classroom.
  • Phonics groups, 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.
  • Targets in reading writing and maths are continued over from July to September and should be in the front of the English, Maths, topic and homework books/files at the beginning of the Autumn term


  • Follow the school Behaviour, English and Maths 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 for a handover meeting to share information about each child and to discuss areas for development highlighting children’s targets. (Summer Term).
  • SEN and support staff feedback on the progress and development of target pupils.
  • Share support staff across year groups/phases to aid continuity.
    Ensure, wherever possible, that there is a targeted use of support staff to aid the transition process, and maintain academic progress.


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


  • Targets for the autumn term will be set at the end of the summer term by the previous teacher, using both formative and summative assessments. This data is recorded in the 3 BM purple sheets and is on 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 on levels and targets.

Monitoring and Implementation

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

Policies Drawn On:

  • Assessment
  • Behaviour for Learning
  • Equal Opportunities
  • EYFS
  • Inclusion
  • Marking Policy
  • Special Educational Needs
  • Teaching & Learning

Committee with oversight for this policy
Policy to be approved by
Curriculum Committee
Policy last reviewed by the Curriculum Committee
Autumn 2019
Policy last ratified and adopted by Full Governing Body
Policy / Document due for review
Autumn 2022