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Wylde Green -Transition Policy


Transition into the setting


When a child starts at the nursery we are aware of how difficult this can be both for the child and for the parents/carers. We provide new children with settling in sessions in the nursery to support the children in their transition into the setting and help the children/parents/carers become familiar with the practitioners and the nursery environment. These sessions can be extended at the discretion of the company should it be considered that the child requires more support during this transition time.


During these sessions the parents and carers will have the opportunity to spend some time in the nursery with the child to reassure them and meet the practitioners in the room, but also some time out of the room with a practitioner to run through any concerns they may have and to complete all the necessary registration paperwork.  The paperwork includes all information we would need to know about the child’s development and their needs from the initial point of child joining the setting which enables the setting to effectively track and monitor children’s developmental progress in the setting from the first day of nursery.


During this time we also discuss with the parent/carer the Early Years Foundation Stage Curriculum and how we use it in the setting. This is a statutory framework in place that supports the provision of activities and opportunities enabling practitioners to further the children’s learning and development both at nursery and in the home.


We take this opportunity to also discuss with the parents and carers the importance of working together in partnership, highlighting the benefits and the positive impact this has on the children’s learning and development, self confidence and self-esteem.



Transition from nursery to school


Once the children are approaching school age and getting ready to move on from the nursery to the next step of their educational journey in primary school, we have the following procedures in place to recognise this significant point in their life;

  • The Transitional Coordinator in the setting finds out what school each child is going to be attending and ensures we have all dates of when the children will be leaving to ensure we are appropriately prepared for this transition.
  • All reception teachers from these schools are invited into the setting to meet with the child’s key person and discuss the children’s learning and development. They also have the opportunity to see the children in the nursery environment and how they engage with their peers in an environment that is familiar to them.
  • Each key person completes their child’s transition forms which are then photocopied and copies are given to the parent/Carer, the child’s Reception class teacher and a copy is retained in the nursery in the children’s file.










September 2017