‘A transition is a period of change, from one significant stage or experience, to another. As children age and develop, they inevitably experience a number of different transitions and significant events which may impact upon them in different ways. Many of these transitions/significant events are common to most children and can usually be anticipated or expected, whilst others may be unpredicted or unexpected. In all instances, young children will need varying help to cope with these changes in their lives. It is vital to remember that transition is a process, not a one-off event. Careful planning in advance should take place to anticipate and meet the needs of the child and their family as they enter into this unfamiliar phase.’

(Val Clarke 2020)

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We work to ensure our children have a positive experience of transition which supports their wellbeing, learning and development.

We know that happy, well settled children learn better and have higher wellbeing.

We know that children need support to adjust and move from place to place, person to person.

The combination of strong supportive relationships between staff and children and between setting and parents acknowledging the importance of communication and the sharing of information creates a mutual respect and understanding underpinning our support network through an holistic approach.

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The wellbeing of our children and families are of utmost importance therefore we observe, assess, engage, assist and support them from the minute their place is confirmed, through their life at Fledglings and beyond. We embrace the opportunity to help children develop patterns of behaviour that they can draw on throughout life. By managing transition carefully, we can ease the process of adjustment, reassuring both children and their families.

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Types of transitions/life events might a child experience?

- the birth of a new sibling

- moving to a new home 

- living outside the family home with extended family, with grandparents, or in foster/adoptive care

- family breakdown and therefore a change in family structure

- serious illness, accident or loss of significant people or pets

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All these events, and more, can affect children at Fledglings and so the more parents can share with us about what is happening in their families lives the better we can see the whole child and support everyone involved.

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A child may react to these transitions in a variety of ways including:

- loss of appetite, motivation or concentration, lack of sleep and withdrawal

- being clingy, confused, and feel unsettled

- becoming angry, have an increased need for affection, regress (go backwards) in behaviour, or develop low self-confidence.

- feeling anxious, becoming withdrawn or upset/tearful towards parents/carers.

- emotional outbursts or a change in their usual behaviour

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Examples of transition between educational settings

Starting at Fledglings is often the first time children have spent time away from the family unit, this can be difficult for parents as well as children.

The transition into Fledglings is also covered in the Admissions and Settling in policy.

Children may attend more than one setting and so we ensure we contact the other setting to share information so that we can both see the whole child.

 

From the moment children start with us we are making them ready for their next steps in life giving them the key skills they need to make positive progress.

We make every effort to build positive relationships with the settings children share with us and with the schools/settings they move onto.

Staff have an understanding of the levels of independence and attainment children need to be able to go to the next step.

Relationships with families are paramount

Staff build strong bonds and take a holistic approach to all children this includes building strong relationships with them and their families.

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We ask that parents share any significant events in their children’s lives with us so that we can support them appropriately.

We ask that parents ensure they keep us informed if they are intending on sending their children to another setting so that we can support this transition, whether they intend to continue attending our setting or not.

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A lot of focus is put on understanding our Fledglings community and the relationships we have made within it and our local community

We hold transition meetings/coffee mornings – for parents to network and to give talks.

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The key worker will discuss your child with them and go through their transition form which they take away with them. If your child is recognised to be in need of additional support to transition, whether they are attending a mainstream or specialist school, Fledglings will offer support and guidance on this. If your school is unable to visit we will ensure the keyworker phones them to discuss your child and will forward them the Transition form.

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Transition forms – these are completed by each key worker as a review of your child’s development to date, staff will share this form with you before it is then discussed with the teacher. You are able to add any comments you may have concerning your child’s move to school.

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Transition to settings for children with SEND

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Periods of change can be made less daunting if parents’ and carers’ views are respected and they feel that they have made a suitable contribution to what will happen when their child moves to a new setting.

During a child’s time in a Fledglings setting the SENDCo (Sophie) and the child’s key person will have had regular meetings with parents or carers for discussion and to facilitate liaison with other professionals.

A transition meeting for parents with the school SENDCo and, when appropriate, other professionals supporting the child should be arranged. The transition meeting is a partnership between parents/carers, Fledglings setting and school.

Outside agency reports and records such as completed and current SEND Support Plans are passed to the school or new setting when the child leaves.

Medical care plans and any relevant adjustments should be discussed at the transition meeting.

Some children may require extra visits to their new school before starting or they may require additional support this can be arranged at the transition meeting.

Transition to settings for Looked After Children (LAC) (also known as Children in Care CIC) and previously Looked After Children

There may need to be an enhanced programme of visits provided to enable the child to make new attachments with staff and become comfortable in the new provision. As looked after children can have a number of care placements they may, as a result, have more changes in education placements. It is important that staff are vigilant to any issues in development so that these can be identified and early intervention provided.

Oct 24