Effective transitions within the Foundation Stage depend largely on a commitment from early year’s providers to develop communication links between other local settings and schools. This will ensure greater continuity for children in their movement through the early year’s phases from home to setting and from room to room. Transition from one setting to another (early years to primary) should be seen as a seamless journey.
Transition for a child with special educational needs (SEN) and or disability will require some additional planning to ensure that it is smooth and successful.
It is considered good practice for early year’s providers to arrange a transition meeting to discuss the settling-in arrangements once they have received information about the provision/setting the child will be moving on to.
Planning for transition into reception should take place the term before the child is due to start, to enable sufficient time for any plans or support to be put into place. Parents and any professionals involved with the child should be invited to the early years to primary transition meeting. The expectation is that the setting based SENCO will coordinate the meeting in a professional and timely way.
The Area SENCO team alongside the primary SENCO network co-ordinator has developed the “Early Years to Primary Special Educational Needs Transition Support Planning document” as a means to capture, record and share information in a formal and consistent way.
To support robust transition in Early Years settings the Area SENCO Team, recommends you download and use of the Early Years version EYTSP (v.1.18) attached below.
To support transition to the primary phase the primary SENCO network co-ordinator recommends you download and use of the Early Years to Primary version PTSP (v.1.18) attached below.
These proformas will support the individualised planning for the child and contains all the necessary information for the receiving phase/setting to effectively plan to meet the needs of the child.
The SEND Code of Practice says "Early years providers and schools should support children so that they are included in social groups and develop friendships. This is particularly important when children are transferring from one phase of education to another (for example from nursery to primary school)".