Netherfield Infant and Eastland Junior Schools Transition Policy. TRANSITION is a process, not an event

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1 Introduction Netherfield Infant and Eastland Junior Schools Transition Policy TRANSITION is a process, not an event In this policy transition describes the movement that takes place from one familiar setting (including the home) to another. Care and attention is given to each stage for an individual, groups or cohorts of children to, through and beyond Netherfield Infants and Eastland Junior Schools Aims We want our children to experience a smooth educational and emotional transition throughout their learning to ensure that all children continue to make the best progress Equal Opportunities and Inclusion Members of staff, children, parents, Governors and other agencies are actively involved in the process and their perceptions about transition are explored and valued Measures are taken to ensure all children are given the opportunity to experience a similar ease of transition Principles Approaches to teaching and learning are harmonised at the point of transition Planning is based upon assessment information from the previous class/setting Styles of teaching and learning meet the needs of the children and not preconceived notions of what is appropriate for the next phase/key stage. There is a professional regard for the information from the previous setting/class Children are able to enjoy new approaches at transition Transition motivates and challenges children Staff allocation gives particular attention to the individual needs of the children Effective transition takes time, and is a process rather than an event Transitions are not overlooked or left to chance, but thought about and planned in advance Feedback from children and parents is encouraged and valued

2 Practice Transition from pre-school to the Nursery Parents and children are invited to a getting ready for Nursery session, which is used as an opportunity for parents, children and staff to work together Parents and children receive home visits Parents receive an information pack Staggered induction of children over the first week Pre-school visits (observation/information sharing) Children spend an afternoon with their new key-workers Younger children come over to Netherfield Nursery for a session Transition from Nursery to Reception Parents are invited to a new to Reception meeting, which is used as an opportunity to introduce parents to members of staff Parents and children new to the school receive a home visit Parents receive an information pack Children new to the school visit (observation/information sharing) to their new setting Children spend an afternoon with their new teaching team New teachers spend planned time in the Foundation Stage over the summer term Parents invited to record both theirs and their child s feelings on the transition to year 1 arrangements on a form sent home In the autumn term the time-table is very similar to the previous summer term s Nursery time-table Teachers complete a child s profile sheet which guides the discussion in the school s hand-over meetings Transition from the Foundation Stage to Year 1 Parents and children new to the school visit the school, meet members of staff and receive an information pack Reception children visit the current year 1 for shared activities Cohort visit new classes and teaching team Pupils new to the school for September visit at this point for a half day Classes follow the relevant SEAL theme in assembly and in class In the autumn term the time-table is very similar to the previous summer term s Reception time-table Teachers complete a child s profile sheet which guides the discussion in the school s hand-over meetings

3 Transition from Year 1 to Year 2 Parents and children new to the school visit the school, meet members of staff and receive an information pack Meet the teacher hour in new classrooms Classes follow the SEAL theme Changes in the summer term Teachers complete a child s profile sheet which guides the discussion in the school s hand-over meetings Shared story times Transition from Netherfield Infant School to Eastlands Junior School Care is taken to ensure a smooth transfer and induction of year 2 children to Eastlands Junior School by following similar procedures to those followed during the Infant years. Additional joint strategies include the following:- Transition meetings for years 2 and 3 teachers start late spring /early in the summer term to discuss children s levels and any specific needs. Transition records are exchanged at the end of the summer term Year 2 children are invited to attend productions and sports days held at the Junior School, to ensure they become familiar with older children and with the Junior School environment The Head Teachers of both schools lead assemblies in the partner school so that children become familiar with senior members of staff The year 3 teacher leads some story times with the year 2 children and the year 2 teacher holds story times with the year 3 children Year 2 children are invited to the summer disco held at the Junior School A transition day is held for the year 2 children to spend a half day with the year 3 teacher and to then stay for lunch Extra visits to the Junior School are arranged for children in the nurture groups Transition day includes a meeting for parents of the year 2 children, with the Head Teacher of the Junior School and the year 3 teacher to discuss expectations, arrangements etc and to share any concerns or worries. The parents receive a copy of the school prospectus. Questionnaires re transition arrangements are given to parents of year 2 children, who are encouraged to evaluate the transition experience and to let us know how it could be improved Every child has a photo passport containing pastoral information that is sent on to the Junior School Year 2 English and Maths books are sent to year 3 to be continued in Junior School

4 Shared Head and Chairs (of the Governors) meetings mean that discussions can be held to aid transition Shared SEND meetings including Provision mapping ensure that junior staff are aware of children s individual needs before they arrive at the school and provision can be planned early. If a year 2 child has a full statement, the Junior School SENCo will attend their final KS1 annual review Individual transition plans may be implemented for those children who require additional support for transition Shared INSET develops relationships, shared policy decisions, teaching methods and strategies to ensure continuity of approach and provision e.g. spelling and calculation strategies. Transition Governor in both schools monitors transition arrangements Informal visit by parents and year 2 children to the Junior School are welcomed Web-site links between schools means that year 2 parents can see what kind of activities, events etc they can expect for their children Informal shared open-evening on same day In-year admissions from year R to Year 6 Parents and children new to either school are encouraged to visit the school, meet members of staff and receive an information pack / prospectus All new to year _ welcome meetings take place in the summer term Curriculum information booklets for autumn 1 are given to parents at this meeting Previous setting is contacted for all pupils For children with SEND, SENCo will contact previous setting and may visit to receive information Records from previous setting are made available to class teacher and SENCo Children are given a buddy from within the class to help them settle and find out where things are A letter is sent to the previous school requesting any safeguarding or child protection information Children leaving from year 1 to year 6 All records are passed on promptly to the receiving school Information re Children with SEND is shared by phone or through a visit by the SENCo if child is transferring to a local setting

5 Children moving families The designated teacher for Looked After Children works alongside the Social Worker to implement their transition plan e.g. to hold meetings between prospective adoptive parents and school staff Vulnerable Children Children with specific medical or educational needs have individual transition plans. These are organised and supported by the SENCo Transition from Eastlands Junior School to The Meden (or other KS3 setting) Many of the transition strategies noted in transition from the infant school to the Junior School are also used to ensure a smooth transition to key stage 3 at the end of year 6 Children are invited to take part in specific transition activities held at the secondary school e.g. a science day, a drama day, inter-school sports days etc. These invitations often start in year 5 to ensure early collaboration between the schools Head of Year 7 tutors visit the year 6 pupils in school to talk to them and to answer any questions or queries that may have. The teacher is usually accompanied by a small group of pupils mostly who have attended Eastlands previously, who can talk to our pupils from their perspective. Individual transition plans and extra visits are put in place for children who need additional support with transition. Transition booklets may be created from the visits, including photographs of members of staff, maps of the layout of the building, examples of lessons etc. A transition day is in place, where year 6 pupils make their own way to the secondary school, stay for the day, including the lunch break, and take part in sample lessons, then make their own way home Meetings are held between the year 6 teacher and year 7 leader, to discuss individual children, groups etc. to ensure any issues are passed on The secondary school holds meetings with prospective parents and children together to discuss expectations etc Review

6 The Governing Bodies of both Netherfield Infant School and Eastlands Junior School will review this policy in line with their annual cycle of review

7 Individual Transition Plan Child s Name: Current school: Date of Birth Transferring to: Activity / task Who will be responsible When will it take place Date completed / feedback comments