MOVING ONMOVING ONTRANSITION FROM TRANSITION FROM

AN EARLY YEARS AN EARLY YEARS SETTING TO SETTING TO RECEPTIONRECEPTION

Updated 17 June 2020Updated 17 June 2020

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ContentsContents1. Summary 3

2. Context and rationale 3

3. Minimum expectations of transition 4

a. Develop understanding of children through information sharing 4

b. In term six meet/share information with the children – making face-to-face/online contact in their bubbles/ schools 5

c. In term six meet/share information with the parents 6

d. In term six meet/share information with the children’s teachers / headteacher 7

AppendicesAppendices1. 1a: LA summative transfer form to school 9

1b: LA summative transfer form to school – annotated 10

2. Ideas to try in your setting or school 12

3. Ideas you can send home to your parents 13

4. SEND Team (LA) Information and resources for good transitions 14

4a: Examples of SEND transition information sent from Springboard, Local Opportunity Group 15

4b: Example of gathering information from children (Springboard) - annotated 17

4c: Example of gathering information from children (Springboard) - blank 18

4d: Early years transfer form 19

4e: Top tips for you and your child starting school 21

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1.Summary1.SummaryThis document has been developed by educational leaders and settings, children and parents in Wiltshire. It has been developed to support all schools and settings with their planning and provision for transition, by bringing together ideas and good practice examples in the world where we are. We recognise that this year transition will look very different. All children still have the right to have a high-quality transition despite the current circumstances of COVID-19 and partial school and setting closures. The experience of the individual child sits at the centre of the thinking behind this document, particularly in these uncertain times. This document has been supported in its development by educational professionals from across the broader sector, alongside colleagues from Wiltshire Council. We would like to pay tribute to their input and wealth of ideas and thank them for their time.

Principles – these underpin our thinking throughout the document:

• Develop some minimum expectations for transition in Wiltshire.

• Consider how communities can work together.

• Transition in the current circumstances is not about data but about the individual child.

• Existing provision is a starting point and needs to be considered.

• Ideas and resources have been developed with input from within the working party

2.Context and rationale: 2.Context and rationale: • Since the pandemic, children have missed

out on their education and their usual rites of passage to the next stage. As they begin to return to their settings, we must recognise that there is a new normal.

• Schools and settings need to now be focusing on mitigating the impact of missing education and focus on addressing these gaps.

• During the course of each and every academic year we focus on supporting children and families to embark on a new phase in their education, their learning and their social dynamics.

• The transition work needs to address this disruption, and support all children to reintegrate and return, and the initial focus is on recovery, regrouping and recouping. The time for re-teaching and assessing comes after the initial support which should focus on mental and emotional well-being.

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Aims:

• To guarantee every Wiltshire child the best possible transition into primary school, and between key stages, especially between schools and settings

• To ensure consistency of approach with regard to transition in order to secure successful reintegration and the shortest path back to learning readiness for all children

• To reconnect children with their educational communities in a post-pandemic world

• To support our most vulnerable children to re-engage and access all the support available to make a successful transition to their next phase

• To enable all schools and settings to support holistic transition which acknowledges and allows for both pastoral and pedagogical progression

• To ensure the sharing of information is at child level and focused on individual achievements and next steps

• To gain a deeper understanding of what constitutes effective transition for the longer term building on positive relationships developed between settings and schools

• To develop what partnership looks like across EY’s settings, schools, trusts and local authorities for the greater good of the system

• To support families ensuring relationships are maintained and strengthened during transition and across settings

3. Minimum expectations 3. Minimum expectations of transition:of transition:

a) Develop understanding of children through information sharing

b) In term six meet/share information with the children – making face-to-face/online contact in their bubbles/ schools

c) In term six meet/share information with the parents

d) In term six meet/share information with the children’s teachers / headteacher

e) In term six additional communication with vulnerable pupils and their parents / carers

3a) Develop understanding of children through information sharing

• Settings to focus on characteristics of effective learning to describe each child and pass this to schools – see appendix 1a and 1b LA summative transfer form to school can be used to capture this information

• Build on this information through partnership working with parents – settings / schools ask parents to capture their child’s learning across the time they have been at home in relation to characteristics and other non-curriculum provision e.g. photos, parent voice - see appendix 1a and 1b LA summative transfer form to school can be used to capture this information

• Build relationship with parents – start with a telephone call/conversation to discuss their child (this could replace the traditional home visit – which could be carried out in the next school year if appropriate).

• The receiving setting/school should talk about access issues with the Specialist Advisory Teacher in context of having reviewed their Accessibility Plan (and Equality Act) specialist equipment or staff training. A Health Care Plan may need to be put in place if the child has additional medical needs.

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• Teachers and teaching assistants about to have a child with communication and interaction needs in their class should liaise closely with the transferring setting and parents/carers prior to transition. It would be advisable to liaise with the SALT Team.

• Targeted funding such as Inclusion Support Funding could be used to bridge the gap between an individual child’s transitions into full time school.

• It will be important to continue to plan ahead for children to have the necessary support in place to transition to school in the future. With that in mind we are planning multi-agency meetings between Health and Education (HELM) to work in collaboration to find solutions for individual children and understand the impact from wider environmental concerns. This could include the discussion of Early Years Children/family strengths and needs, support and interventions, possible EP assessment/advice, possible SALT assessment/advice, provision, transition arrangements, funding ISF/ISF plus, notional SEN funding in schools, and monitoring arrangements.

• Settings and schools to share information, photos etc via online learning platforms if possible. For example, Sheffkids.co.uk captures child-centred information and can be shared across settings. See link below www.sheffkids.co.uk/adultssite/pages/onepageprofilestemplates.html?LMCL=dri0aa

• One-page profiles are an excellent way to capture the child’s voice and balance what is important ‘to’ the child and ‘for’ the child. This will ensure the child is included within the school and their needs are being met effectively. See link below helensandersonassociates.co.uk/person-centred-practice/one-page-profiles/

• Alternatively, schools and settings could explore joint use of Tapestry or other online learning journeys.

3b) In term six share information with children – making face-to-face/online contact in their bubbles/schools

What will the classroom / school look like in September?

• It is unlikely that the children will be able to undertake an actual tour of the school so explore the possibilities of a virtual tour

• Prepare through sharing videos and photos of the building and outside

• Schools can share the key places around the school that won’t be changing. Including key information such as:

- Where will coats go?

- Where do I line up?

- Where will I eat my lunch?

- What do the outside areas look like?

• School could provide the pre-school setting and children with a booklet that has photos of the school setting to help prepare them.

What do the adults look like / sound like in my new school?

• Teachers / TAs could read (and record) a story online that can be shared with children, enable them to get used to a familiar voice, see what school adults look like and hear their voice, some schools are moving home visits to September.

• Social stories - Where are the toilets, who is the adult in charge etc – this could be filmed so that parents can access it with their children more than once.

• What is it like to be a child at this school – film some of the children currently attending school to explain what school is like, to make links and to reassure. Perhaps these children could be “buddies” for the YR children once everyone is on site in September.

• Use online platforms for two way sharing of photos – for instance, a Seesaw page for children at home - children could upload pictures of themselves onto the page so they can start to see each other prior to starting.

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• Set up a Facebook page for the parents in the class to get to know each other.

• For all children but especially SEND children, Zoom/Skype could be used to look at objects of reference - this is the school uniform, these are some of the routines etc - a pictorial social story of school life.

• Some children will need a different transition – this may need to be staggered over time.

• For schools there are a range of resources developed by the EP team to support your new children’s well-being– These can be found in the LA “COVID-19 guidance and advice for the phased opening of educational settings” document.

• If your school uses an online learning journey, this could be set up in term six so that pre-arrival activities can take place. The school website could also be used for this purpose.

3c) In term six meet/share information with the parentsParents will need reassurance during term six especially as their child will not have spent as much time in their pre-school setting as usual. It is unlikely that you will be able to organise face to face meetings in term 6. The following bullet points are expanded upon in Appendix two - Ideas to try in your setting or school. See also Appendix three - Ideas you can send home to your parents

• Send out school readiness leaflets – this may need to cover extra information than is usual for instance: – messages about hygiene expectations, H&S, school dinner changes, social distancing, uniform expectations (getting uniform - basics of supply chains - non-branded they could wear in the interim), washing of clothes expectations, book bag and sending reading books home, sharing of resources, staggered start, school hours, lunch box rules, PE kits and so on

• Start as soon after 1 June as possible - introduce children to the school and introduce yourselves to the children – this will need to be online initially (it is possible restrictions may ease before the end of term six but this cannot be relied upon as a basis for a plan)

• Parents may be worried about being fined if they choose not to send their child to school in September. Guidance will be communicated to schools once the DfE has clarified its position on this issue

• Add a page to the school webpage specifically for new starters where teachers, headteacher, TAs will read stories and introduce themselves

• Give parents an email address where the children can send mini video clips of themselves. This element of getting to know the children is a concern for many settings. How can settings capture children’s “voices” in these times?

• Top tips for starting school leaflet – a PDF accompanies this document

• Signpost parents to BBC Bitesize transition www.bbc.co.uk/bitesize/collections/starting-primary-school/1

• Flexible inductions should be considered where it benefits children with additional needs. Resources/ideas for supporting transition can be found in appendix 4

• Provide plenty of opportunities for additional contact – phone calls, video calls, conversations

• Embed the principles of five to thrive to support and grow children’s resilience. See Webinar link below zoom.us/rec/share/-ecsN4zX2CROaZHf2GDzBYF6ObXLT6a813cb-KcNn003BXnqxGqEM8Mhvb-aT9Qx

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3d) In term six meet and share information with teachers, the headteacher and the SENCo

• Be more proactive than usual in contactingpre-schools, nurseries and childminders -additional contact and information gatheringis essential - see appendix 1a and 1b LAsummative transfer form to school can beused to capture this information.

• Headteachers should give teachers andsetting managers should give practitionerstime to meet and share information, thiscould be virtually. This will support well-beingand ensure quality communication.

• Motivation to learn – use children’s intereststo support this and it will help in the settling-in process - see appendix 1a and 1b LAsummative transfer form to school can beused to capture this information.

• Collation of assessment information – this willbe a narrative and not data driven.

• Transition meetings that include parentsand professionals are a good way of sharingkey information about the child and theirindividual needs. There will need to be someflexibility of starting dates for individualchildren due to the level of their vulnerability.

• Transition meetings can take a range ofdifferent forms for example skype/teamor telephone conference as well as face toface meetings which could be held if socialdistancing guidance is updated to permit this.

• Parents may be experiencing difficultiesdirectly related to COVID-19 – financialhardship, bereavement and so on - seeappendix 1a and 1b LA summative transferform to school can be used to sensitivelycapture this information.

EY transfer form

Summative Transfer Form to School - blank

Summative Transfer Form to School - annotated

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Name: DOB:

Insert picture

Setting: Key person

Date started at setting: Number of sessions

Date completed: Receipt of funding (tick all that apply)

30hrs two year funding EYPP ISF DAF

Other settings/childminder that child has attended:

Characteristics of Effective Learning

Playing and Exploring Active Learning Creating and Thinking Critically

Key Strengths and Areas to Develop: Interests and Motivations to Learn:

Setting Comments

Parent/Carer’s Voice:

AppendicesAppendices

Appendix 1a: LA summative transfer form to school

Click here to fill in editable version

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Child’s Voice

Will the child need any additional support because of Covid-19?

Additional information: specific medical needs, languages spoken at home, CAF, SEN Support level, My Support Plan, My Plan (statutory EHC Plan), SALT, EYIO, SEND Lead Worker and any other professionals involved – Please give contact details where possible

Date sent/agreed with parents:

Appendix 1b: LA summative transfer form to school - annotated

Name: DOB:

Insert picture

Setting: Key Person

Date started at setting: Number of sessions

Date completed: Receipt of funding (tick all that apply)

30hrs two year funding EYPP ISF DAF

Other settings/childminder that child has attended:

Characteristics of Effective Learning

Playing and Exploring Active Learning Creating and Thinking Critically

Write a short paragraph about how the child learns in this way:Finding out and exploringPlaying with what they knowBeing willing to ‘have a go’

Write a short paragraph about how the child learns in this way:Being involved and concentratingKeeping tryingEnjoying achieving what they set out to do

Write a short paragraph about how the child learns in this way:Having their own ideasMaking linksChoosing ways to do things

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Key Strengths and Areas to Develop: Interests and Motivations to Learn:Write about which key skills the child has and which still need work.For example, toilet trained, can dress/undress themselves, can put their coats and shoes on, can use a knife and fork, can work co-operatively with peers, can turn take and share, confidant to talk in front of others, separates well from primary carers. (this is not an exhaustive list)

What areas/resources interest the child most (e.g. dinosaurs, trains, babies)Where/how do they like to learn (e.g. outside, on the carpet, in small groups, need adult attention)Do they need a visual timetable

Setting CommentsWrite about the child’s time at the setting – a very personal and individual comment

Parent/Carer’s Voice:This could be done via email or telephone so that we are not exchanging physical pieces of paper to reduce potential cross contamination

Child’s VoiceThis could be a picture, comments from the child, You could ask:“What are you looking forward to when you start school?”“What would you like your teacher to know about you?”‘”What are you looking forward to playing with when you go to school?”These are just example questions…Will the child need any additional support because of Covid-19?

We know all children will need support post Covid-19, however is there anything specific e.g. bereavement support, has the family’s financial situation changed, have they needed support over the period, is anyone in the family shielding, general well-being

Additional information: specific medical needs, languages spoken at home, CAF, SEN Support level, My Support Plan, My Plan (statutory EHC Plan), SALT, EYIO, SEND Lead Worker and any other professionals involved – Please give contact details where possibleSpecific medical needs, languages spoken at home, CAF, SEN Support level, My Support Plan, My Plan (statutory EHC Plan), SALT, EYIO, SEND Lead Worker and any other professionals involved – Please give contact details where possible

Date sent/agreed with parents:Adding just the date this report was agreed/given to parents will avoid parents needing to physically sign the document

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Appendix 2: Ideas to try in your setting or school• Carry out a virtual school/setting tour –

Ideally this would be carried out via video and could be posted on the school/setting website, social media page or online learning journey if you have one. A copy of the tour could also be sent to the feeder setting so that they can share it with the children that are transferring to you. You could also make a photobook to send home about the main areas such as the classroom, where the drawers and coat pegs are, where lunch is, the playgrounds etc… for those families with limited access to ICT. We know that classrooms/playrooms may look very different in September so focus on the areas that are fixed and cannot move, such as the toilets, school hall etc…

• Share top tips leaflet/ school’s own leaflet - Have a look at your current ‘starting school’ leaflet. Is there anything that needs amending? You can use Wiltshire Council’s ‘Top Tips for starting School’ leaflet which is included in this document. Ensure that your starting school information focusses on self-regulation, sharing, taking turns, independence skills. We are envisaging that there could be an issue this year with high numbers of children not being toilet trained securely (as they are not in a setting) and issues around feeding themselves and dressing and undressing, which could have staffing implications for September.

• Reception teacher to call/ video call parents.Having the reception class teacher video call children (where possible) would be very beneficial for the child and could also be a way of remotely carrying out the ‘home visit.’ This could be followed up in September if restrictions have been lifted with an actual ‘home visit’ as we realise how important these are at seeing the home, and how children and families interact, but for the child to have had an actual conversation with the teacher and start to recognise their face and voice. This would also work for new children that are due to start your setting in September, introducing the keyworker will help them to have that familiar face to go to.

• Link with you feeder childcare settings and discuss summative assessments – Working

with your feeder pre-schools, nurseries and childminders will be essential! We know that there are likely to be large gaps in children’s learning as well as significant regression from the last time they were in setting. We as an LA have amended the current transition to school format for this year which is included in this document. This is a slimmed down version of the transition form and focusses more on key skills than developmental bands.

• You could also approach feeder settings to see if some practitioners could support in the early weeks of school as the child will then have a familiar face as they may have missed out on all transition to school visits and this could be the child’s first visit to a school. This will currently depend on the government guidance around ‘bubbles’ and working between settings.

• Share story books about school either with the children returning to your setting or on video that they can enjoy at home, ask them what they are looking forward to, what are they nervous about and talk to them about this.

• Consider needs of SEND children – Your SENCo may need to link with the feeder childcare setting and parents. Be aware that the Covid crisis might have disrupted the usual assessment processes and as a result children may not have everything in place as they would under normal circumstances. Working with your feeder pre-schools, nurseries, DSC and childminders will be vital to understand the needs of these children. They may well have also significantly regressed due to lack of specialist support whilst they have been at home with parents and carers. There will also be a backlog of other services such as SALT etc… so children might not have everything in place as they normally would have due to lack of access during this time. It would also be worth asking the settings if they have had contact with an EYIO or SEND Lead worker as contacting them may also give you further information on the child.

• Consider needs of all vulnerable children – CiN/CP/LAC/FSM/EYPP/Previously two year funded. Make sure you are asking if your

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feeder children have ever been in receipt of 2-year-old funding and EYPP funding as these are highly likely to be your new FSM and PPG children, we have added all of this information to the revised transition form. We are expecting that there will be a number of vulnerable children who are not in any of these categories, as during the pandemic their circumstances have changed and families that settings were not concerned about before may have had a very stressful time particularly if they are not used to having their child at home. This will also be heightened if there are younger siblings. So therefore, you may find there is a greater need for emotional support for these children.

• Signpost to online starting school resources such as BBC Bitesize which has produced a ‘starting school toolkit’ for families to access. This has lots of different articles and games, including ‘buds number garden’ and ‘my first day at school’ game. As well as articles from other headteachers and how they are managing transition as well as other guides for parents and carers on how to prepare their child.

www.bbc.co.uk/bitesize/collections/starting-primary-school/1

• If you use an online Learning Journey system – set up a second class for your new starters

if this is possible. Class teachers can record videos introducing themselves, carry out a virtual tour of the classroom, read stories etc. It would be good for the headteacher, TAs and office staff to do this as well as they will be the people that the child will see at school regularly.

• Send home weekly ‘challenges’ for the children with practical activities to promote independence. These could be things such as, to try and cut up own food, feed themselves, get dressed by themselves, put their own shoes on.

• Ask your current year five pupils to write a letter welcoming one of the new reception children (a buddy system). They could write them a letter to welcome their buddy and send it to the school, the school could then post these out, they could also record video messages for the new children about what they most like at school, what they are looking forward to etc.

• School uniform – consider what you are going to be asking your children to wear from September. Will they be in school uniform, will they be in PE kit etc. Will parents be asked to wash all of the clothes daily, in which case you may review which items you would like them to wear. Will they be asked to bring a book bag/school bag?

Appendix 3: Ideas you can send home to your parents• Chat with your child about starting school

to get them used to it. Ask what they think it will be like? What are they most looking forward to? Is there anything they’re unsure or worried about?

• If your child seems anxious about school, try focusing on the things they’ll like best – maybe the construction, playhouse or new friends. Perhaps they have some friends from preschool who will be starting reception at the same time.

• If your child has a favourite security toy or blanket, try to get them used to being without it during the day. Talk to their new class teacher to find out if your child can bring their toy or blanket and leave it in a tray or on their peg.

• Find photos of you and other family members at school, and chat about happy memories from your own school days. This will help them see the positives.

• Practise the school morning routine, including getting dressed and eating breakfast in time to leave for school. Practise the school run so that you’re both prepared for the school morning journey. You may need to practice lining up and waiting to go in to school and see if there are any markings at the school.

• Support your child to be confident when going to the loo in time and wiping as best they can. If you have a different phrase for going to the toilet at home let the new class teacher know. This will help them to understand what your child is trying to ask.

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• Chat to your child about the importance of good handwashing, especially at this unusual time, with soap and water. Explain that this is especially important after going to the toilet. A good way of showing how germs can linger is to let your child cover their hands in paint (pretend germs) and try to wash it all off.

• Introduce your child to the routine of ‘catch it, bin it, kill it’ – catching their sneeze or runny nose in a tissue, putting it in the bin straight away, then washing hands to kill germs.

• Get your child into the habit of hanging their coat up, putting their toys away, clearing the table, and so on. This will help prepare them for doing these things when they are at school. You could turn it into a game as many schools use a piece of music to indicate tidy-up time and motivate children to help.

• Let your child practise putting on their school clothes and take them off in preparation for the morning routine and PE sessions

• If your child will have school dinners it will help them if they practise using a full-sized knife and fork and carry a plate or tray. If your child will be taking a lunch box, make sure they can open it as well as any containers and packets inside.

Appendix 4: SEND Team (LA) Information and resources for supporting a good transition

It’s really important that we consider children with additional needs and their vulnerability and plan carefully for their inclusion and transition to school. We have therefore put together some resources below

All about me book

Skills for schools checklist

Prompts for Transition meeting

Transition one page profile All about me booklet Skills for school’s checklist

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Name: DOB: Number of sessions attended per week:

SEN Code of Practice Start date:

/15hrs Term: 5 Month: April

Age in months: Number of sessions actually attended: SEN support/EHCP Review date:

Term: 6 Month: July

Long Term Outcomes: (refer to Summative Assessment)

Short Term Outcomes Type of ProvisionFrequency and duration Delivered by

Evaluation/Next steps (refer to Summative Assessment)

Personal, Social and Emotional Development

a. That X will be able to be make a successful transition from pre school to school in September

(PSED)

(refer to Summative Assessment) Choose from the menu what is appropriate and delete others

• Visual Timetable – whole session routine

• Visual cue cards• MAKATON • Early morning box • Timers • Social stories • Photos

• Daily • Key person work (1-1)• Small group work • Paired work• Parent

Working towards Met Exceeded

Communication and interaction:

a. That X will have developed communication skills that enables he/she to be understood and understand in a range of setting with a range of adults and children

(CL)

X will be • able to ask for help• able to take turns and share toys • Play games with others • Interact with other children• Interested in story reading and looking at

books • Able to communicate needs and feelings • Able to recognise own name in written

print • Able to sit still and listen for a short while • Follow instructions • Understand about rules and consequences

• Visual Timetable – whole session routine

• Visual cue cards • MAKATON • Early morning box • Timers • Social stories –

emotions • Photos• PECS phase x • TEACCH

• Daily• Key person work (1-1)• Small group work • Paired work• Parent

Working towards Met Exceeded

Appendix 4a: Example of SEND information sent from Springboard Local Opportunity Group to schools

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Long Term Outcomes: (refer to Summative Assessment)

Short Term Outcomes Type of ProvisionFrequency and duration Delivered by

Evaluation/Next steps (refer to Summative Assessment)

Sensory and physical needs:

a. That X will have developed a range of fine and gross motor skills to enable her/him to become more independent in self-care

b. That X will have developed a range of fine and gross motor skills to be able to engage in a range of physical activities

(PD) (EAD)

X will • know when to wash his/her hands • be able to go to toilet on own/be involved

in toileting routines • wash and dry hands on own • know when to wipe his/her nose• how to use cutlery • be able to open own packed lunch • be confident at opening wrappers and

packaging • be able to take own clothes off and assist

with dressing • be able to make different shaped scribbles • able to hold a pencil or mark making tool

• Visual Timetable – whole session routine

• Visual cue cards • MAKATON • Early morning box • Timers • Social stories –

emotions • Photos• PECS phase x • TEACCH

• Daily• Key person work (1-1)• Small group work • Paired work• Parent

Working towards Met Exceeded

Cognition and learning

a. That X will have developed skills that enable him/her to access the early years curriculum

b. That X will be able to respond to strategies that enable him/her to access the early years curriculum

(M, UTW, L )

X will • enjoy practicing counting • like saying number rhymes and playing

counting games • recognise some numbers when written

down

• Visual Timetable – whole session routine

• Visual cue cards • MAKATON • Early morning box • Timers • Social stories –

emotions • Photos• PECS phase X • TEACCH

• Key person work (1-1)• Small group work • Paired work• Parent

Working towards Met Exceeded

Child’s Name Likes to be known as

DOB: Parent/Carers names

Age

What do people admire about me?

How am I learning?

How am I communicating with others?

How do I need to be supported? (e.g. MAKATON PEcs. Objects of reference. Seating, feeding, toileting)

What is important to me? What do I enjoy?

What can I do for myself?

Who is important to me?

What makes me ‘me’?What are my strengths?

How am I showing my interest/engaging in play opportunities? What are my fa-vourite play activities? How do I problem solve? When is my play purposeful? What is my level of concentration? When is my play flexible? How do I cope with inter-ruptions? When do I share my experienc-es with others? When do I play alongside others? Where do I go?

How do I interact with others around me? How do I interact with peers? Am I aware of them? Do I react to them? How do I respond to familiar/unfamiliar adults? How do I initiate social interac-tion?

What do you know about my family, their situation? - netwroks, values. What do they want me to gain from my time at nursery? What are my family concerned about? Who else is involved?

Appendix 4b: Example of gathering information from children (Springboard) - annotated

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Child’s Name Likes to be known as

DOB: Parent/Carers names

Age

What do people admire about me?

How am I learning?

How am I communicating with others?

How do I need to be supported? (e.g. MAKATON PEcs. Objects of reference. Seating, feeding, toileting)

What is important to me?What do I enjoy?

What can I do for myself?

Who is important to me?

Appendix 4c: Example of gathering information from children (Springboard) - blank

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Appendix 4d: Early Years Transfer Form for Children with Additional Needs

Click here to fill in editable version

Name of EY’s setting SENCo Setting (1) Setting (2)

Telephone numbercontact details

What sessions does the child attend?

Intervention Profile

24-36 month EYFS progress check identified progress was less than expected Yes No

Health Visitor - Ages and Stages Questionnaire (ASQ -3 or ASQ- SE) or Schedule of Growing Skills (SOGs) where progress is less than expected.

Yes No

Early Years Inclusion/multi agency TAC Meeting Yes No

Early Help Common Assessment Framework (CAF) Yes No

The Early Years Graduated Response to SEND (GRSS) identified areas of concern Yes No

Main areas of concern (Please highlight)

Speech and Language Social Communication Behaviour, Emotional and Social difficulties

Other Physical difficulties Medical

Is the child able to use the toilet independently? Yes No

Does the child have a medical diagnosis?

Yes No (if yes, please give details)

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Additional support provided within the setting (Please tick)

Individual Education Plan (IEP) Boosting Language Auditory Skills and Talking (BLAST) programme

Resources/equipment Individual visual support strategies e.g. symbols/photographs/sand timer

MAKATON Health Care Plan and/or Healthcare Needs Risk Assessment

Social skills group Any other?

Multi agency involvement (Please tick)

Speech Therapist Paediatrician Health Visitor

Children Centre Outreach Home Start Social Worker

Child and Adolescent Mental Health Service (CAMHS)

Occupational Therapist Physiotherapist

Early Years Inclusion Officer SEND Lead Worker

Is the child clinically vulnerable to COVID-19? Yes No

Does the child have a shielding letter? Yes No

Any other relevant information e.g. Parenting courses attended

Parent/Carer’s views

Please agree how relevant reports can be shared i.e. attached to the email, taken to the school by parent, provided by setting.

Privacy NoticeThis data is being collected and used to provide information to support your child’s transition to school.

This information will only be shared with your child’s primary school and will be retained by us. (Early Years Setting – Please state below how this information is stored)

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Top tips for you and your child starting school

Self confidenceLet your child know they are special, make them feel valued and respected.

Look and listen to them when they talk to you.

Making friendsEncourage your child to share and play with other children regularly.

Encourage and support your child’s

efforts

Encourage your child to share and take turns

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Appendix 4e: Top tips for you and your child starting school

Click to open PDF

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Top tips for you and your child starting school

Self confidenceLet your child know they are special, make them feel valued and respected.

Look and listen to them when they talk to you.

Making friendsEncourage your child to share and play with other children regularly.

Encourage and support your child’s

efforts

Encourage your child to share and take turns

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8 O

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CommunicationTalk with your child about starting school. What do they think it will be like? What are they most looking forward to? Is there anything they are unsure or worried about?

Find some regular quiet time and keep listening to your child’s feelings about school.

Sing and listen to nursery rhymes and

songs together

Let your child know their

feelings are important and understood

Managing feelingsIt is natural for your child to experience a variety of emotions. Reassure and support them by listening, cuddling, responding and staying calm.

Self help skillsEncourage your child to be independent. This includes dressing, eating, laying the table, blowing their nose, going to the toilet and helping themselves to water.

Singing and rhymingSongs and rhymes help to develop your child’s language. Find out about rhyme time at your local library.

ReadingChildren love it when you share stories together, it will make it more exciting for your child if you have fun using your voice. You could read labels in shops, stories in bed, signs in the street, ask your library about rhyme time.

Playing and exploringBe excited, enthusiastic, curious and confident about discovering new things. Take time to have fun and play regularly with your child.

Enjoy sharing stories and

reading together

Be active with your

child

Being activeExplore the outdoors with your child – let them look for mini bugs, jump in the puddles and get messy.

Eat with your child and

encourage everyone to try different

foods

Eating wellChildren need healthy eating habits to thrive. Encourage your child to drink plenty of water throughout the day. A healthy breakfast will set your child up for the day.

Let your child do it themselves

Find a quiet time to talk with your child

about school

Encourage your child to explore and

solve problemsPROOF

Early Years Transfer Form for Children with Additional Needsat SEN support level with or without a ‘My Support Plan’

Name of EY’s setting SENCo Setting (1) Setting (2)

Telephone numbercontact details

What sessions does the child attend?

Intervention Profile

24-36 month EYFS progress check identified progress wasless than expected Yes No

Health Visitor - Ages and Stages Questionnaire (ASQ -3 or ASQ- SE) or Schedule of Growing Skills (SOGs) where progress is less than expected.

Yes No

Early Years Inclusion/multi agency TAC Meeting Yes No

Early Help Common Assessment Framework (CAF) Yes No

The Early Years Graduated Response to SEND (GRSS) identified areas of concern Yes No

Main areas of concern (Please highlight)

Speech and Language Social Communication Behaviour, Emotional and Social difficulties

Other Physical difficulties Medical

Is the child able to use the toilet independently? Yes No

Does the child have a medical diagnosis?

Yes No (if yes, please give details)

Additional support provided within the setting (Please tick)

Individual Education Plan (IEP) Boosting Language Auditory Skills and Talking (BLAST) programme

Resources/equipment Individual visual support strategies e.g. symbols/photographs/sand timer

Makaton Health Care Plan and/or Healthcare Needs Risk Assessment

Social skills group Any other?

Multi agency involvement (Please tick)

Speech Therapist Paediatrician Health Visitor

Children Centre Outreach Home Start Social Worker

Child and Adolescent Mental Health Service (CAMHS)

Occupational Therapist Physiotherapist

Early Years Inclusion Officer SEND Lead Worker

Is the child clinically vulnerable to COVID-19? Yes No

Does the child have a shielding letter? Yes No

Any other relevant information e.g. Parenting courses attended

Parent/Carers views

Please agree how relevant reports can be shared i.e. attached to the email, taken to the school by parent, provided by setting.

Privacy NoticeThis data is being collected and used to provide information to support your child’s transition to school.

This information will only be shared with your child’s primary school and will be retained by us. (Early Years Setting – Please state below how this information is stored)

Name: DOB:

Please add photo

Setting: Key Person

Date started at setting: Number of sessions

Date completed: Receipt of funding (tick all that apply)

30hrs two year funding EYPP ISF DAF

Other settings/childminder that child has attended:

Characteristics of Effective Learning

Playing and Exploring Active Learning Creating and Thinking Critically

Key Strengths and Areas to Develop: Interests and Motivations to Learn:

Setting Comments

Parent/Carer’s Voice:

Child’s Voice

LA summative transfer form to school

Will the child need any additional support because of Covid-19?

Additional information: Specific medical needs, languages spoken at home, CAF, SEN Support level, My Support Plan, My Plan (statutory EHC Plan), SALT, EYIO, SEND Lead Worker and any other professionals involved – Please give contact details where possible

Date sent/agreed with parents: