POLICY CONTENT

Starting School is a significant milestone in the life of any child and family. Our School 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 6.2). Furthermore, we are committed to engage 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)

QUALITY AREA 6: Collaborative Partnerships

6.1	Supportive relationships with families	Respectful relationships with families are developed and maintained and families are supported in their parenting role.
6.1.1	Engagement with the school	Families are supported from enrolment to be involved in their school and contribute to school decisions.
6.1.2	Parent views are respected	The expertise, culture, values and beliefs of families are respected and families share in decision-making about their child’s learning and wellbeing.
6.1.3	Families are supported	Current information is available to families about the school and relevant community services and resources to support parenting and family wellbeing.
6.2	Collaborative partnerships	Collaborative partnerships enhance children’s inclusion, learning and wellbeing.
6.2.1	Transitions	Continuity of learning and transitions for each child are supported by sharing information and clarifying responsibilities

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).

Our School 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/practices and provide a shared understanding between our School 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 and abilities and promoting their creativity and individuality, we promote children’s ability to become confident and successful learners.

SCOPE

This policy applies to Management, nominated supervisor, educators, children and families of the School.

IMPLEMENTATION

Children are challenged with several transitional changes during early childhood. This includes orienting children into early childhood care and education services, 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, 2007). Transition to school should therefore 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, promotes equity and celebrates diversity. Our approach to transition to school planning and practices is developed in collaboration with all stakeholders and ensures children are active participants in their transition to school. This approach is inclusive of children and families at all levels of transition. For children attending school the following year, we offer high quality transition practices including additional activities and experiences to help prepare them for a smooth transition to a primary school environment. These positive practices refer to daily programmed activities and experiences that are implemented throughout the year, encouraging the developmental skills that are optimal for children to develop before commencing school.

TRANSITION TO SCHOOL PROGRAM/PRACTICES

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 the disposition to take on 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
• 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
• early literacy- rhyme, chants, songs
• alphabet and number awareness
• 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 group or individual play
• developing positive feelings about themselves and others
• experiencing a sense of self-satisfaction resulting from achievement

PREPARING CHILDREN AS THEY TRANSITION TO SCHOOL

There are many unique differences in the school environment 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
• responsibility for own belongings
• listening to instructions
• specific focused lessons
• a school bell or siren indicating set breaks
• negotiating a large playground
• before and after school care

Nominated Supervisor will:

• establish strategies across our School 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 School share information between our School, local schools and families to facilitate a successful transition. (This may include completing Transition to School Statements with parent/carer approval to share information).

Educators will:

• incorporate transition to school into the daily program by encouraging children to think and talk about school by exploring various elements of primary school (This may include 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 requirements of 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/practices 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 transition to school and whether a reduction in sleep time may prepare some children for the longer school day routine. Children will continue to have rest periods with 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 transition to school with families
• support each family’s decision about when to send children to school, acknowledging the WA policy of when children must begin formal schooling
• 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 current information from local schools
• be supported to access and attend professional development opportunities to ensure current knowledge and practice regarding 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
• facilitate each child’s development as a capable learner through open ended learning experiences
• effectively evaluate our School’s transition program
• be flexible and responsive to the needs of children and families
• take into account contextual aspects of community, and of individual families and children within that community

(Adapted from Dockett & Perry, 2007.)

TRANSITION STATEMENTS

Transition to School Statements vary in each state and territory in Australia.

Some states are mandatory, whilst others are optional. The following is for specific states. South Australia, Tasmania, Northern Territory, ACT and Western Australia do not have specific templates. Schools may choose to use a template from another state if they wish to provide information to primary schools.

WHEN A CHILD MAY NOT BE READY TO TRANSITION TO SCHOOL

We understand that all children are unique and achieve milestones in their own time. Parents and carers know their child’s strengths, interests and needs better than anyone and have expectations about what they think their child should be able to do. Parents may ask educators their opinion on specific skills such as pre-writing skills, numbers, social and emotional development to assist in making decisions about starting school. The decision for when their child starts school is an individual decision. For some children, starting school at age six rather than five may provide them with an additional year to mature and increase independence.

We believe that early childhood educators have 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. We encourage parents/carers to discuss the timing of their child’s school entry with other professionals who know their child well such as early intervention practitioners. Our staff will adhere to confidentiality at all times.

STATE SPECIFICATIONS

WESTERN AUSTRALIA (WA)

Children can start Kindergarten if they are 4 years old by 30 June of that particular year. Pre-Primary is compulsory and children must start school if they turn 5 before the 30 June in the current school year Department of Education: Early childhood branch: det.wa.edu.au/curriculumsupport/earlychildh... Enrolling in school: education.wa.edu.au/home/detcms/navigation/educat... Hello Pre-primary- What to expect when your child starts Pre-primary

SOURCE

Australian Children’s Education & Care Quality Authority. (2014).
Australian Research Alliance for Children & Youth. (2007). School readiness:
aracy.org.au/publications-resources/comman...
Australian Government Department of Education, Skills and Employment. (2009) Belonging, Being and Becoming: The Early Years Learning Framework for Australia.
Department of Education, Employment and Workplace Relations. (n.d.). Developmental milestones
and the Early Years Learning Framework and the National Quality Standards.
Docket, S., & Perry, B. (2007). Transitions to school: Perceptions, expectations and experiences. Sydney, Australia: UNSW Press.
Dockett, S., & Perry, B. (2014). Continuity of learning: A resource to support effective transition toschool and school age care. Canberra, ACT: Australian Government Department of Education.
Education and Care Services National Law Act 2010. (Amended 2018).
Education and Care Services National Regulations. (2011).
Early Childhood Australia Code of Ethics. (2016).
Early Childhood Intervention Australia. (2019). Transition to School Resource: re-imagine.com.au/practitioner/transition-to-sc...
Educational Transitions and Change (ETC) Research Group. (2011). Transition to school: Positionstatement. Albury-Wodonga: Research Institute for Professional Practice, Learning and Education,
Charles Sturt University. Poster available at: arts-ed.csu.edu.au/education/transitions/publica...
Guide to the Education and Care Services National Law and the Education and Care Services National Regulations. (2017).
Guide to the National Quality Framework. (2017). (amended 2020).
Guide to the National Quality Standard. (2017).
Kagan, S. L., & Rigby, D. E. (2003). Improving the readiness of children for school: Recommendations forstate policy. Washington, DC: Centre for the Study of Social Policy.
Margetts, K. (2007). Understanding and supporting children: Shaping transition practices, InformingTransitions in the Early Years, 1, pp. 107 – 119.
Mielekamp, R. (2008). Sharing our journey: School readiness. Australia: Rachel Mielekamp.
National Quality Standard Professional Learning Program Newsletter No.70 – Transitions: Moving in,moving up and moving on.

THE AKIDAMY SCHOOL OF EARLY LEARNING

Excerpt from Department of Education, Employment and Workplace Relations. (n.d.). Developmental milestones 
and the Early Years Learning Framework and the National Quality Standards.

CHILD’S NAME		AGE		DATE
EDUCATOR’S NAME
DEVELOPMENTAL AREA	OBSERVED	LINK TO EYLF & NQS	COMMENTS
PHYSICAL	dresses and undresses with little help hops, jumps and runs with ease climbs steps with alternating feet gallops and skips by leading with one foot transfers weight forward to throw ball attempts to catch ball with hands climbs playground equipment with increasing agility holds crayon/pencil etc. between thumb and first two fingers exhibits hand preference imitates variety of shapes in drawing, e.g. circles independently cuts paper with scissors toilet themselves feeds self with minimum spills dresses/undresses with minimal assistance walks and runs more smoothly enjoys learning simple rhythm and movement routines develops ability to toilet train at night	EYLF Outcome 3: Children have a strong sense of wellbeing - Children take increasing responsibility for their own health and physical wellbeing. e.g. “Promote continuity of children’s personal health and hygiene by sharing ownership of routines and schedules with children, families and the community.” (p.32) NQS: Areas 1, 2, 3, 5, 6
SOCIAL	enjoys playing with other children may have a particular friend shares, smiles and cooperates with peers jointly manipulates objects with one or two other peers develops independence and social skills they will use for learning and getting on with others at preschool and school	EYLF Outcome 1: Children have a strong sense of identity - Children learn to interact in relation to others with care, empathy and respect. E.g.” express a wide range of emotions, thoughts and views constructively.” (p.24) NQS: Areas 1, 5, 6
EMOTIONAL	understands when someone is hurt and comforts them attains gender stability (sure she/he is a girl/boy) may show stronger preference for same-sex playmates may enforce gender-role norms with peers may show bouts of aggression with peers likes to give and receive affection from parents may praise themselves and be boastful	EYLF Outcome 2: Children are connected with and contribute to their world - Children respond to diversity with respect. E.g. “plan experiences and provide resources that broaden children’s perspectives and encourage appreciation of diversity.” (p.27) NQS: Areas 1, 2, 5, 6
COGNITIVE	understands opposites (e.g. big/little) and positional words (middle, end) uses objects and materials to build or construct things, e.g. block tower, puzzle, clay, sand and water builds tower eight to ten blocks answers simple questions counts five to ten things has a longer attention span talks to self during play - to help guide what he/she does follows simple instructions follows simple rules and enjoys helping may write some numbers and letters engages in dramatic play, taking on pretend character roles recalls events correctly counts by rote, having memorised numbers touches objects to count - starting to understand relationship between numbers and objects can recount a recent story copies letters and may write some unprompted can match and name some colours	EYLF Outcome 5: Children are effective communicators - Children express ideas and make meaning using a range of media. E.g. “use language and engage in play to imagine and create roles, scripts, and ideas.” (p.42) NQS: Areas 1, 5
LANGUAGE	speaks in sentences and use many different words answers simple questions asks many questions tells stories talks constantly enjoys talking and may like to experiment with new words uses adult forms of speech takes part in conversations enjoys jokes, rhymes and stories will assert self with words	EYLF Outcome 5: Children are effective communicators - Children use information and communication technologies to access information, investigate ideas and represent their thinking. E.g. “Provide children with access to a range of technologies.” (p.44) NQS: Areas 1, 5, 6, 7
SEEK ADVICE IF	is not understood by others has a speech fluency problem or stammering is not playing with other children is not able to have a conversation is not able to go to the toilet or wash him/herself	NQS: Areas 1,5,6,7