Transition into Year One: More Than Just a Change of Classroom
As I reflect on my early years of teaching, I'm struck by how little thought I gave to transition. Children simply moved up to the next year group, the next classroom, and the next teacher. As that 'next teacher', I knew how lovely I was (!), so it never occurred to me that my lack of preparation for transition could be detrimental to children's development.
Oh, how naive I was!
Over the years, I've come to realise that transition is one of the most crucial periods in a child's educational journey. It's not just about moving to a new classroom; it's about adapting to a new environment, new expectations, and new ways of learning. And for many children, this can be an overwhelming experience.
The greatest inhibitor to attainment in schools is children's self-confidence and level of anxiety. When children feel comfortable and 'at home' in their environment, they are far more likely to succeed. However, when subjected to significant change, it can take many children a long time to adjust. During this period of adjustment, their potential for maximum attainment is drastically reduced.
Now that I've worked with numerous schools looking closely at the impact of wellbeing on self-esteem, attainment and progress, I know that you can't really over-prepare for any transition. It's all about making as many aspects as possible of the unfamiliar, familiar.
In schools where the transition process has been successfully planned and executed, more children achieve on a much higher level both socially and academically. Far from Year One being a time for 'the work to start', it should be a time for 'the work to continue' in a developmentally appropriate way that children can identify with and access.
So, what does good transition look like?
Firstly, it's crucial to understand that transition is a process, not an event. It should run across the whole year and is for both adults and children. Here's a brief overview of what this might look like:
September: After implementing discussed transition procedures, settle in your new children. Establish rules and routines for the new way of working. Keep tissues handy for anyone who cries (children and staff!).
October: Make your first visit to Reception to 'experience' next year's cohort. Share your point of entry assessment of your Year One children with the Reception staff.
November: Arrange your first official adult share or swap. This will be your first of three (minimum) adult shares or swaps.
December: Share Reception's second summative assessment results. Look at how it translates into Gap and Strength Analysis (GSA) and how that affects the continuous provision and direct teaching.
January: Carry out Leuven scale assessment on the six identified children to assess current wellbeing and involvement.
February: Arrange a joint moderation meeting between Reception and Year One to share and validate judgements.
March: Plan in your second share or swap to observe how practice and progress have moved on.
April: Share Reception's latest summative assessment results and discuss their impact on provision and teaching.
May: Arrange another joint moderation meeting between Reception and Year One.
June: Plan in your final share or swap. Invite parents to a curriculum evening about transition and expectations in Year One.
July: Invite the parents of next year's intake to come in and look at the Year One environment. Take copies of Reception's final GSA and common play behaviours for continuous provision to inform your September setup.
This is just a starting point, and there's so much more you can add to make the transition process as smooth and effective as possible.
One of the key aspects of successful transition is maintaining a play-based approach to learning in Year One. Many children entering Year One are not yet ready for formal, structured learning. In fact, even those who achieved a Good Level of Development (GLD) at the end of Reception may struggle after the summer break if thrown into a completely different learning environment.
It's perfectly appropriate - in fact, more than okay - to provide a quality play environment for children on entry to Year One. It's also okay to stand back and observe your children, their interactions, interests and learning preferences. You often learn so much more by watching than you do trying to get through your 'groups'.
Remember, what children are able to record at this age is a TINY aspect of what they know and can do. It's wrong to make judgements about their ability based only on what they record in a book.
As Einstein wisely said;
"Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid."
By pitching the start of your year in Year One at the appropriate level for all children, taking into account an effective transition, the link between wellbeing and achievement, and the power of play as a learning tool, you will reap bigger rewards later on.
Pushing children too soon into a developmentally inappropriate learning environment in the hope that they will learn more at a faster pace will actually make your job and their learning significantly harder. This will make you fed up and stressed and them stressed and fed up!
So, as you prepare for the next transition, remember: it's not just about moving classrooms. It's about creating a bridge between the familiar and the new, maintaining continuity in learning approaches, and prioritising children's wellbeing. Get this right, and you'll set your children up for a year of engaged, enthusiastic learning.
And who knows? You might even reduce your tissue consumption in those first few weeks of term!
For more info on Transition into Key Stage one:
References:
Dockett, S. and Perry, B. (2007) Transitions to School: Perceptions, Expectations, Experiences. Sydney: UNSW Press.
Fisher, J. (2009) 'We used to play in Foundation, it was more funner': investigating feelings about transition from Foundation Stage to Year 1. Early Years, 29(2), 131-145.
Margetts, K. (2002) Transition to school — Complexity and diversity. European Early Childhood Education Research Journal, 10(2), 103-114.
Sanders, D., White, G., Burge, B., Sharp, C., Eames, A., McEune, R., and Grayson, H. (2005) A Study of the Transition from the Foundation Stage to Key Stage 1. London: DfES.
Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I. and Taggart, B. (2004) The Effective Provision of Pre-School Education (EPPE) Project: Final Report. London: DfES and Institute of Education, University of London.