This is a brand new service — your feedback helps us improve it.

What is Tools for Schools? How can the Inclusion Framework and OAIP support my setting?

Find out more on our info page

Supporting Transition between Early Years Settings and Reception Classes

There has been widespread concern expressed about the impact of COVID-19 on young children’s development and well-being, with the largest impact likely to fall on children from the poorest families or those with vulnerabilities and particular needs, including those with Special Educational Needs or Disability (SEND).13,14 Attending an early years setting is highly valuable for all children, leading to positive social and emotional, language, and physical development. The lack of access to provision during lockdown means that children’s development is being significantly compromised. There is a risk of isolated young children developing issues such as post-traumatic stress disorder, attachment problems or a sense of grief which could have fundamental and long-term effects. Early years settings can be the most stable element in a child’s life and there is a heightened risk of safeguarding issues as vulnerable young children are not in regular contact with professional carers and other children at a time of increased financial and emotional stress. Remote contact and learning experiences cannot replace the need for the human contact and interaction which is crucial to healthy development. (

With this in mind we have gathered a multi-disciplinary team from a range of disciplines across West Sussex and have recorded some webinars for educators to watch.

The team wanted to:

  • Continue to support educator’s knowledge and understanding of good practice around transitions, with reference to Covid 19.
  • Develop understanding about how the curriculum will need to be modified in response to Covid
  • Give best practice ideas for universal transition and supported transitions.

There are two webinars available the first focusses on universal transitions which includes Covid 19 related specific issues including wellbeing, attachment and lack of time in pre-school settings. The second is for those children that would benefit from requiring a supported transition for example those with SEND, other vulnerabilities, disadvantaged or care experienced children.

Webinar 1: Universal Transitions

Webinar 2: Supported Transitions

Links on Tools for schools.

The Annex for the Early Years Ordinarily Available Provision.

Additional links and resources:

Link to WSCC Transition Guidance

Link to WSCC Transition Pack

BBC Bitesize – starting school

ELSA transition resources

Twinkl transition resources:

NAS transition advice:

Coronavirus Support for Early Years | Coronavirus support for Nursery | Anna Freud Centre

Supporting School Recovery and Transition in the EYFS (

West Sussex Staff that took part in the presentation:

Carrie O’Rourke – Advisory Teacher for early years, West Sussex virtual school

Deirdre Nash – Speech and Language Therapist.

Helen Smith –Early Years Associate Adviser

Jessica Bubb – Advisory Teacher Autism and Social Communication Team

Lizzy Lynas – Educational psychologist

Louise Burgess – SEND & Inclusion Link Adviser

Sue Woods – Early years and Childcare Consultant