Woodlands - Transition to School Policy
Starting school is a significant milestone in the life of any child and family. Our Service supports continuity of learning and transitions for each child by sharing relevant information, clarifying responsibilities and by developing strategies that support a positive transition to school. (National Quality Standard 6.3) Further, we are committed to engaging children, families, professionals, educators and community members in the transition to school process to ensure the implementation of this policy is meaningful, supportive and reflective of best practice. Transition is viewed as a collaborative and dynamic process occurring over time ensuring a sense of belonging in all environments. (Transition to School: Position Statement, 2011)
Ready families + Ready early childhood services + Ready communities + Ready schools = Ready children (Kagan & Rigby, 2003)
National Quality Standard (NQS)
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Quality Area 6: Collaborative Partnerships |
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6.1 |
Supportive relationships with families |
Respectful relationships with families are developed and maintained and families are supported in their parenting role |
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6.1.1 |
Engagement with the service |
Families are supported from enrolment to be involved in their service and contribute to service decisions |
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6.1.2 |
Parent views ae respected |
The expertise, culture, values and beliefs of families are respected and families share in decision-making about their child’s learning and wellbeing. |
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6.1.3 |
Families are supported |
Current information is available to families about the service and relevant community services and resources to support parenting and family wellbeing. |
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6.2 |
Collaborative partnerships |
Collaborative partnerships enhance children’s inclusion, learning and wellbeing. |
Purpose
Effective transition practices have, as their base, a commitment to building secure, respectful and reciprocal relationships. One outcome of such relationships is that all participants regard themselves, and other participants, as valued members of the school community. (Dockett & Perry, 2001)
Woodlands aims to liaise with local schools to develop a smooth and comprehensive transition to school for all children. We will support children and families by strengthening the development and delivery of transition programs and provide a shared understanding between our Service and local primary schools about what is important for children and their families during the transition to school process.
We believe it is vital to enhance children’s social and emotional development to ensure a successful transition to school. By developing these skills, abilities and promoting their creativity and individuality, we promote children’s ability to become confident and successful learners.
Scope
This policy applies to staff, management and visitors.
Implementation
Children are challenged with several transitional changes during early childhood. This includes orientating children into early childhood, transitioning between routines and rooms, and then transitioning into primary school. Children respond in different ways to transitions - some with confidence and others with hesitation. Children’s confidence will be enhanced when changes happen gradually and when time is prioritised to support these transitions with sensitivity, planning and preparation.
This first experience children have of school has a great impact on their progress and future schooling (Margetts, K. 2007). For many children the change of setting and sense of moving on acts as a stimulus for development but if they find this change too abrupt there is a risk that the child will regress (Bennett, J 2007). Transition to school should be prepared for in an understanding, calm, organised and knowledgeable manner. We acknowledge the critical role we as Educators have in providing an educational environment that supports children’s wellbeing, promote equity and celebrates diversity. Our transition to school program is developed in collaboration with all stakeholders and ensures children are active participants in their transition to school.
For children attending school the following year, our ‘Transition to School Program’ provides additional activities and experiences to help prepare them for a smooth transition to a primary school environment. This program refers to daily-programmed activities and experiences that are implemented throughout the year, encouraging the developmental skills that are optimal for children to retain before commencing school.
Transition to School Program
As Early Childhood Educators who are instrumental in influencing children’s learning patterns for later life, it is our responsibility to set them on a course that will inspire investigation, exploration, problem-solving, questioning, discovery and challenges.
To ensure the transition to school is a positive experience for children and families, we will implement a range of activities and experiences that may include, but is not limited to:
- Family information sessions
- Visits by children to the local primary school setting
- Visits from Primary school teachers and/or Principals
- Exchanging information about a child’s individual strengths and needs
- Networking with Educators, Primary school teachers and Principals
- Developing children’s talking and listening skills
- Alphabet and number recognition
- Shapes and colour recognition
- Social and emotional enhancement
- Pre-writing development
- Name writing and recognition
- Concentrating on the task at hand
- Determination when faced with complications
- Responding positively to new situations
- Taking responsibility for their own behaviour
- Developing the communication skills necessary for a group or individual play
- Developing positive feelings about themselves and others
- Experiencing a sense of self-satisfaction resulting from achievement.
- Experiencing eating from lunch boxes, as we educate children about different foods eaten at recess and lunch and to open different foods.
Preparing Children as they transition to School
There are many unique differences in the school environment in which children should become familiar with as they prepare to transition to school. This includes:
- Having one teacher for the majority of the day
- Toileting without supervision
- Wearing uniforms
- Transport
- Sitting at a desk
- Responsibility of own belongings
- Listening to instructions
- Specifically focused lessons
- A school bell or siren indicating set breaks
- Negotiating a large playground
- Homework- home reading
- The canteen or tuck shop
- Before and After School Care
Management will:
- Establish methods across our Service to ensure there is continuity of learning when children transition to school.
- Advocate for ‘Ready’ by ensuring schools are ready for our children to transition into their environment.
- Discuss expectations with families for their child as they prepare to transition to school.
- Work in partnership with families to ensure children’s transition to school is positive, informed and enhances individual development.
- Be aware of critical cut off dates with various Education Departments to accommodate children with a disability or developmental delay into new educational settings and share this information with families.
- Support and advocate for enhanced transition programs for children with a disability or developmental delay with feeder primary schools.
- Be flexible and ensure transition programs are tailored to the specific needs of all children in our Service.
Educators will:
- Incorporate transition to school into the daily program by encouraging children to think and talk about the school by exploring various elements of primary school. (This may include uniforms, eating packed lunches, talking about school and how a school environment is different.)
- Talk with children about starting school, respecting any concerns and communicating these to families.
- Ensure children are active participants in their transition to school.
- Communicate with families to ensure we meet the individual strengths and needs of all children and families.
- Consider family priorities and any concerns about the transition process. Each family’s cultural and linguistic needs will be respected, along with family diversity.
- Develop a program to ensure a smooth transition for children from the education and care environment to the school environment. The program requires both parent and educator support for the child. This cooperation will ensure the best possible environment for children’s transition.
- Contemplate the individual rest or sleep needs of children in the months leading up to the transitioning to school and whether a reduction in sleep times may prepare some children for the longer school day routine. Children will continue to have rest periods and quiet activities during the day. Beds will be available for any child who requires rest or sleep.
- Discuss children’s development, strengths and competencies for the transition to school with families.
- Support each family’s decision about when to send children to school, acknowledging the NSW Department of Education and Training’s policy that “children must turn five by July 31 in the year they start Kindergarten. All children in NSW must start school by their 6thbirthday”.
- Develop an information package for families about transition to school. This will include information on how to support their child/children and what to expect with the transition process. This package will be reviewed annually to meet the needs of the families and to integrate efficient information from local schools.
- Be supported to access and attend professional development opportunities to ensure current knowledge and practice regarding the transition to school.
- Facilitate relationships and networking with local schools to support children and families with the transition process and to open lines of communication.
- The importance of school preparation through school visits, orientation days and meeting the Kindergarten teachers will be regularly promoted.
- Facilitate each child’s development as a capable learner through open-ended learning experiences.
- Effectively evaluate our Service’s transition program.
- Be flexible and responsive to the needs of children and families.
- Take into account contextual aspects of the community, and of individual families and children within that community.
(Adapted from Transitions to School: Perceptions, Expectations and Experiences by Sue Dockett and Bob Perry.)
Transition Learning and Development Statement- Victoria State Government Education and Training
This Learning and Development Statement summarises children’s abilities as they start school. The statement assists teachers to get to know the children beginning school and their individual learning styles. Completing this statement is a kindergarten-funding requirement. The statement is prepared by early childhood educators and families and includes outcome descriptors describing children’s learning and development against the five outcomes of the VEYLDF. Parents have an option to share this statement with the child’s future school or ‘opt-out’. The transition statement is completed electronically and can be downloaded to share with families and early childhood services.
When a child is not ready to transition to school; and second year of Funded Kindergarten
We understand that all children are unique and achieve milestones in their own time. Families have expectations about what they think their child should be able to do. They may ask Educators their opinion on specific skills such as pre-writing skills, numbers, social and emotional development etc. We need to be mindful that current research does not recommend creating checklists for ‘readiness’ for school rather, each child’s transition should be unique, secure and respectful and be in collaboration with families, educators, community and other professionals. (Dockett & Perry, 2013)
We believe that Early Childhood Educators have a professional insight to assist families in making the decision about a child’s transition to school as they have developed trusting and supportive relationships over time. However, prior to speaking with families about their personal views, Educators will discuss their thoughts with management about the child’s individual strengths and needs and any recommendation about beginning school will be communicated with families during a scheduled meeting. Our staff will adhere to confidentiality at all times.
In the event it is agreed that a child should not attend school due to observed delays in key outcome areas of Learning and Development, the second year of Funded Kindergarten may be considered when:
- the kindergarten program is deemed to be the most appropriate learning program and environment for that individual child
- the child will achieve better outcomes at kindergarten than if they go to school.
In determining eligibility for a 2nd Funded year of Kindergarten, the Early Childhood Teacher will base their assessment on:
- ongoing observations over the time they have spent with the child
- any formal assessments undertaken, which can be supported by tools such as Early Abilities Based Learning and Education Support (search early ABLES on the Departments website)
- consultation with the child’s parents.
Children in receipt of Early Childhood Intervention Services may be eligible for a second year of funded kindergarten, but this should not be assumed. A full second year assessment process must be carried out for each individual child for whom a second year is being considered. The early childhood teacher should declare the child eligible if:
- the child is observed as having delays in at least two outcome areas of learning and development detailed in the VEYLDF (search VEYLDF on the Departments website) and
- there is evidence to suggest the child will achieve better outcomes if he/she attends a second year of kindergarten to strengthen the learning and development of skills in these areas and better facilitate transition to school the following year.
Jurisdiction specification
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VICTORIA (VIC) |
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Early or Late Entry to Kindergarten
Woodlands will encourage families considering early or late entry to kindergarten to seek advice from early childhood professionals to inform their decision. This could include a prep teacher or principal at the family’s school of choice, a Maternal and Child Health nurse, family doctor or speech therapist. The Early Childhood Teacher will also meet with the family to discuss their professional opinion about whether the child would benefit from late or early entry into a kindergarten program, based upon observations and summative assessments completed by Educators at the Campus, or observations of the child during orientation visits, or conversations (with parental permission) with previous educators for new children to the campus..
For children born between 1 January and 30 April, parents have a choice about whether they commence school in the year they turn five, or in the following year, and therefore whether they commence kindergarten in the year they turn four or the year they turn five.
Woodlands will:
- encourage families to carefully consider the best time for their child to start kindergarten, as all children learn and develop in different ways
- encourage families to consult with relevant early childhood professionals for guidance
- provide families with advice and reassurance about how the kindergarten program will support their child’s learning and development
- advise families that children are expected to complete a full year of kindergarten in the year they enrol and begin attending and that funding is limited to one year for each child (unless they are eligible for an Early Start Kindergarten grant or the second year of funded kindergarten).
School Exemption
Children who turn six at any time during the kindergarten year, including children attending the second year of funded kindergarten, must be exempted from attending school. Parents will be advised to apply for an exemption before the child starts kindergarten by submitting an Exemption from school due to attendance in kindergarten program form to the appropriate Departmental regional office by 1 November in the year prior to the child turning six.
In this instance, service providers must:
- sight the approved exemption form
- note that it has been sighted on the child’s enrolment record for later reporting through the annual confirmation process.
Source
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Review
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Date Reviewed |
Modifications |
Next Policy Review Date |
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October 2017 |
Updated references to comply with the revised National Quality Standard
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August 2018 |
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January 2020 |
Branding and formatting updated Policy links added Service-specific information amended not affecting the delivery of policy |
August 2020 |
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August 2020 |
Source links updated to reflect VIC Department of Education and Training Inclusion of Second year of Funded Kindergarten information Inclusion of Late entry to Kindergarten and school exemption |
August 2020 |