Early Years Transition Policy

Co-op Academy Medlock

Policy details

• Date created - 05/03/2025
• Date reviewed - xx
• Date approved by trust board -  July 2025
• Next review date -  July 2026
• Policy owner - Amy Parkinson

Contents:

1. Aims        

2. Structure of EYFS at Co-op Academy Medlock

3. Funded hours

4. Transition from home to Nursery        

5. Key factors in children transitioning within the Nursery        

6. Transition from Nursery 1 to Nursery 2        

7. Transition from Nursery 2 to Reception

8. Transition from Reception to Year 1 (KS1)        

9. Transition for Children with SEND         

    Appendix A: Record of Transfer

    Appendix B: Transition Timetable        

1. Aims

Transitions are usually viewed as an event that involves change. There are a number of key transition points within the early years of a child’s life. By considering a transition as a process rather than an event, we can support children as they encounter the many transitions that happen. Key transitions such as starting in a new early years setting, or in a new room within an existing provision, means children and their families will need varying levels of support as they encounter different transitions. They are times of exciting change, new opportunities and growth for every child. However, they can also be times of uncertainty where surroundings, expectations and procedures are different and key people are unfamiliar. Getting transition right is vital for every child and it should be seen as a process that involves children, practitioners and parents together.

Key principles of effective transition:

• Transition is a process, not an event.

• High quality transitions recognise the importance of feeling ‘known.’

• Some children are particularly vulnerable at times of transition.

• Transitions are opportunities for professional dialogue.

• The key person makes essential connections.

• Transition includes moving from EYFS to KS1

(Birth To 5 Matters)

Leaders at Co-op Academy Medlock place importance on getting transition right for every child and work hard to ensure this is a process that involves children, practitioners and parents together.

On entry to EYFS, our team works tirelessly to ensure that children are surrounded by a kind, caring and happy environment which helps them develop the skills needed for their journey through school. Using the Ways of Being and characteristics of effective learning, staff ensure school is a positive place where resilience, perseverance and successes are celebrated and every child feels valued and respected.

This policy aims to set out the clear transition procedures at Co-op Academy Medlock based on the requirements set out in the 2024 Statutory Framework for the Early Years Foundation Stage (EYFS).

2. Structure of EYFS at Co-op Academy Medlock

We offer early years provision across 3 different settings within our academy. The age ranges of children we typically have in those settings are as follows:

Nursery 1 – For children aged 2-3 years (24 months to 40 months)

Nursery 2 – For children aged 3-4 years (36 months +)

Reception - For children aged 4-5 years

3. Funded hours

Funded hours - Nursery Education aged 2-3

Eligible families can receive up to 15 hours of free nursery education per week.

The term after your child turns 3, this increases to 30 free hours per week, if eligible. Extra hours can be purchased if needed and agreed with the academy.

Funded hours - Nursery Education aged 3-4

All children are eligible for 15 hours of free nursery education per week.

Eligible families can receive up to 30 free hours per week. Extra hours can be purchased if needed and agreed with the academy.

How are the funded hours structured?

If you are eligible for 15 hours in Nursery 1 or Nursery 2 then you will be offered either morning or afternoon sessions or 2 ½ consecutive full days.

*This option is only available if you meet eligibility criteria for 30 hours.

For further information, please consult the flow chart for funding here: EYFS Funding flow charts

See information on funded entitlements here: Funded childcare | Manchester City Council 

4. Transition from home to Nursery

At Co-op Academy Medlock the following process is in place to ensure children’s successful transition from home to Nursery.

• We offer open days / evenings for parents to attend the Nursery setting prior to enrollment. This gives parents the opportunity to understand the policies, procedures, and what to expect from our setting prior to applications.  This might include tours of the facility, meeting staff, and understanding daily routines.
• In June, we have a welcome meeting and stay and play session for parents where they will get a little more detailed information about how our setting works and get the opportunity to meet staff and ask any relevant questions. Children will get the opportunity to explore their new environment.
• In June/July, Nursery staff  will conduct home visits to all children new to setting. Home visits before a child starts nursery are an important part of the transition process. These visits help the nursery staff build a stronger relationship with the child and their family, understand the child’s home environment, and identify specific needs or concerns that may help with the child's integration into the nursery. Parents may be asked to fill out forms about their child’s routines, preferences, and any special needs or concerns. This allows the staff to cater to each child's individual needs during the transition.
• In September, a staggered start operates in the first 4 weeks of the autumn term to allow the children to settle into their new class and feel secure in their class prior to building up their hours. Number of hours will depend on government entitlement. This approach helps children and parents ease into the new routine, which can make the transition smoother for both.

5. Key factors in children transitioning within the Nursery setting

There are 3 identified transition points within the nursery year as set out in the table below:

Criteria 

• Age - this is typically used to support all transitions within the nursery classes. Children must have turned 3 in the previous term before a transition point e.g. a child who turns 3 in November, would move to Nursery 2 in January.
• Availability - there needs to be places available in the Nursery 2 provision to facilitate the child moving into that room. If additional staff are needed to facilitate pupils moving through to Nursery 2, a child will stay within Nursery 1 until the arrangements have been made that ensures suitable staff of the right quality can be deployed in order to meet the ratio requirements for increased numbers within Nursery 2.
• Developmental Level - there may be instances where a child turns 3 but the provision offered within Nursery 1 better meets their needs and stage of development. In this situation, it may be decided through parent / practitioner meetings that transition to Nursery 2 happens at a later date.
• The mid year transition points (spring and summer) from Nursery 1 to Nursery 2 are offered on a 15 hour funded agreement for all children. Parents are able to top this up to a full time 30 hour place in the following instances;

• if they meet eligibility criteria and receive 30 hour funding or;
• they pay for the additional hours or;
• A subsidised place is given.

Please note, 30 hour places, both funded or subsidised, are agreed between the academy and the child’s parents only where it is decided by all parties that a placement of 30 hours best meets the needs of the child (taking into account their developmental level and displayed learning behaviours in the Nursery settings) .

• Children may transition to the next room within the nursery before their third birthday, based on their developmental readiness and in consultation with parents and the nursery staff. The decision will be made with consideration to the child's individual needs, progress, and the availability of space in the next room.

6. Transition from Nursery 1 to Nursery 2

At Co-op Academy Medlock, we recognise that the transition points throughout EYFS, including from Nursery 1 to Nursery 2, and beyond to Reception can be challenging times.

To ease the transition within our Nursery provision, we find that having key transition points where a group of children move up together is really supportive to helping them to settle alongside their friends. There will also be a member of the Nursery 1 team to support the children on the settling in sessions within Nursery 2. Transitions will take place as and when required and children will be taken for ‘group settles’ over a period of 2 weeks; however, some children may need more or less sessions which will be taken into account when planning transition.

Settling in visits / Group settles

Settling in sessions will be arranged for the child/group of children to go on visits to Nursery 2 to familiarise them with the routine, other children and team members. Some children may need lots of visits whereas other children may settle quite quickly. The number and duration of visits will vary depending on the child.

A new Key Person will be agreed and the existing Key Person will complete the Transition Form and will share with the new Key Person information relating to the child’s individual achievements, needs and requirements. This will happen before any settling in session begins. Parents will have details of the new Key Person communicated, and an opportunity to share any information throughout the process.

Key transition procedures when children move from Nursery 1 to Nursery 2:

• Group transitions where possible
• Children attend ‘group settles’ over a 2 week period prior to their start date
• Key person from Nursery 1 attends the ‘group settles’ to support the children with transition
• Communication with parents about the transition, including completion of a transition form involving both parents and practitioners that is shared from the Nursery 1 Key Person with the Key Person in Nursery 2.
• Transitional objects and/or a transition box enables children to take a security object or something else they are familiar with, such as a comforter, blanket or soft toy to provide them with emotional comfort during a transition.
• Resilience tracker will support transition discussions and also be used as a check-in point to monitor children’s transition from one room to another

7. Transition from Nursery 2 to Reception

The following process is in place to ensure children’s successful transition from Nursery 2 to the Reception class:

• Parents are invited to an induction meeting in June to learn about school procedures and allocation of classes, and to voice any concerns they may want to express.
• Reception staff conduct home visits to all children new to setting. A postcard invitation is given to children inviting them to two visits to their new class. The number of meetings/visits will depend on the child’s needs and how much information gathering is required in order to support the child’s transition.
• Reception will then host two new intake class visits during the final summer term. For new children both of these visits are with parents, allowing the children to feel secure in their new environment. For children already attending the setting, parents will be invited to attend one of the sessions to visit the new classroom and ask any questions they may have.
• In the admissions pack, parents are asked to complete an 'All About Me' information sheet prior to their child starting school in September. A road to school map is also included to help parents to support their child to be 'school ready' during the summer.
• A welcome pack will be sent out to all children with photos of their new classroom and staff they will be working with. Transition booklets will also be made for all SEND children to help with transition.
• A staggered start operates in the first 2 weeks of the autumn term to allow the children to settle into their new class and feel secure in their class prior to full time schooling from the third week.                

8. Transition from Reception to Year 1 (KS1)

During summer term, EYFS Record of Transfer meetings are held between the EYFS Leader and Year 1 teacher to discuss the transition between the stages. These meetings allow for data, expertise and experiences of individual children to be shared and discussed.

The EYFS Leader will ensure transition discussions take place for all children individually with specific actions agreed during handover. In addition to the Record of Transfer document (see Appendix A ), all data will be shared including:

• Characteristics of effective learning  
• EYFS Record of Transfer    
• SEND Pupil Passports  
• Data generated by Arbor  
• Little Wandle assessment grid

The EYFS Leader (in consultation with the SENCO and Headteacher) will produce an annual transition timetable. This will contain the different activities and time slots that will be dedicated to the transition of the children from Reception to Year 1. This will include a ‘moving up day’ where the time is dedicated to children going up to their new room for short periods.

There will also be a timetable set up for teachers to visit their new class for story time and times when the children visit their new class. SEND children have transition booklets which are shared with parents and Year 1 teacher as well as additional visits to Year 1 classes at different times with a familiar adult accompanying them.

9. Transition for Children with SEND

Positive transition arrangements are vital for all children and good practice is basically good practice, however for children with SEND it is essential to consider whether:

• Any adaptations need to be made to the classroom or outdoor area to ensure pupils can be as independent as possible.
• Any specialist equipment is needed and whether this is still the correct size if it is moving up with the child from Reception.
• Any specific medical needs and information / care plans that may be needed.
• Children (and parents) need more time to get to know their teacher and any new support staff. Additional classroom visits may be appropriate.
• Time has been put aside to share pupil passports, assessment information and those vital bits of information about learning style and uniqueness which may not be written down.
• Time is allowed to explicitly teach children new routines and expectations.
• Activities are developmentally appropriate.

Appendix A: EYFS Record of Transfer Form