Transitions (10.16)

Policy statement

We believe that all our children and their families deserve support at points of transition.

We recognize that periods of transition include major changes such as first entry into the nursery or a move to a new setting or school. We also know that children need support at other times of transition arriving in the morning or going home as going home.

We know that we have a statutory duty within the EYFS to provide each child with a key person who can help your child to become familiar with the Nursery and to feel safe and secure whilst here.

We also have a statutory responsibility to share relevant information about a child with Parents/Carers and other settings that the child may attend.

We recognize that more vulnerable children and their families may need additional support at points of transition.

PROCEDURES

  • The manager is responsible for ensuring this policy is adhered to.
  • We have a policy for the key person/settling in process. When registering your child with us our procedure includes recording essential information about your child’s needs, likes and development.
  • We require parents/carers to visit with their child as part of the settling in process. This will involve meeting your child’s key person.
  • We have a prospectus which provides information about our Nursery and the activities we provide as well as information about our staff. This can be translated for EAL families.
  • We have ‘All about me Books’ which we ask parents to fill in to give us lots of information about your child’s developmental needs, routines, likes and dislikes.
  • We encourage Parent’s/Carers to supply photographs of their families to include in the children’s learning stories. This helps to keep home in mind for the child and shows families that we value them.
  • We are happy for children to bring a favourite toy or comfort item or other transitional object from home. However, we do strongly discourage dummies as this can interfere with a child’s speech and language development.
  • We collect information about any other professional who may be already working with the family when children first join us or if and when it becomes necessary.
  • We ask for parental permission to work with other professionals before entry so that the nursery is ready to meet the child’s physical, social, emotional, social and learning needs.
  • We have a procedure for sharing information about a child who may attend another setting. We give parents information about why this is important. It will normally be your child’s key person, if this is not the case then parents/carers will be made aware.
  • The key person is usually responsible for telling the parent/carer about events in the day that have been important to the child. Were this is not possible it will be a supervisor.
  • We use observation and assessment to plan for each child’s leaning and development. All those involved with the child share this information.
  • We make learning stories available for parents/carers to look through.
  • We organize displays and open afternoon/evenings to help parents/carers understand how young children learn and how this can be supported at home.
  • We communicate with families by using a variety of methods, for example regular newsletters, open sessions, meetings, fundraising and informal conversations.
  • We work with parents/carers as equal partners with, for example, Individual Education plans or Family Support Procedure. We ask for permission before sharing information with other professionals.

AT TRANSITION TO A NEW SETTING, OR TRANSITION TO SCHOOL

  • We ask permission from parents to contact a child’s new setting so that we can share information about the child’s needs and interests.
  • Where possible we would invite a practitioner from the new setting to visit the child in our setting prior to the move.
  • We complete a copy of the Norfolk County Council Record of Transfer from pre-school to school for each child, in the half term prior to school entry. With parental permission, this is passed onto the school prior to the child starting.
  • We work very closely with our local school, at transition times. This includes several visits in the last half term, from the reception class teacher and teaching assistants.
  • When the children are invited to the reception class for induction afternoons, we send members of staff to accompany the children so that there is someone familiar there for them.

WE OFFER THE FOLLOWING ADDITIONAL SUPPORT FOR MORE VULNERABLE CHILDREN AND THEIR FAMILIES

  • Our inclusion policy identifies the procedures to transition for children with additional needs.
  • We ask for permission to contact other professionals before entry to ensure that we are ready to meet the child’s physical, emotional, social and learning needs.
  • We collect information at point of entry from any other professionals who are involved with the child and family.
  • We welcome professional who support individual children to work in our setting where appropriate.
  • We make referrals to our local children’s centre, were appropriate and signpost families to services provided.
  • We work with Parents and Carers as equal partners with, for example, IEP’s and FSP.
  • We offer families the opportunity to attend a transition meeting at points of entry. (Nursery to School for example) There may be occasions when the Children’s Centre takes the lead on transition meetings for a child. At these times the Nursery will work closely with these colleagues.
  • We can make applications for additional funding if we believe a child has sufficient level of identified need.
  • We can contact our Norfolk County Council Development worker who would be able to support us by providing an appropriate, Outreach Key Person for vulnerable groups, English as an Additional Language (EAL), Portage, Gypsy Roma and Traveller (GRT).
  • We would have a flexible approach with those families who are highly mobile, for example GRT, Forces and Migrant families.
  • Looked after children in our setting have a Personal Education Plan (PEP)
  • Each child in our setting with complex medical needs has a care plan, which is shared with all those who have contact with the child.We assess and modify our environment to ensure that it meets the needs of the child.

 

This Policy was adopted at a meeting of:  Reepham Nursery School
Held in:  May 2015
Date to be reviewed:  May 2018
Signed on behalf of the management committee:  Graham Dunkley – Chairperson.