Useful early years to primary transition websites

The Mentally Healthy Schools website has some useful information. This includes:

• A Brain-based approach to supporting children’s transitions – guest post. This is a post written from the point of view of the psychological impact that effective and not so effective transitions can have.
• Useful tips for school staff to help children and young people (CYP) settle when starting primary school or to support those who change school regularly as well.
• A starting school toolkit which offers support to parents and children before school, during the first few days and over the first year.

West Sussex County Council

• Early Years Foundation Stage (EYFS) Guidance on transition for early years providers and schools.
• Early Years Foundation Stage (EYFS) Guidance to help childcare settings develop and maintain effective practice.
• Early Years Foundation Stage (EYFS) Diversity and Inclusion Guidance and strategies to support and extend inclusive practice.

The National Association for Special Educational Needs (NASEN) also contains a number of resources to support with transition into school.

For supported transition plans support can be found via the following links:

• Supported Transition Plan – guidance for completion
• Supported Transition Plan
• For specific need type strategies to support transition utilise the West Sussex Autism and Social Communication Team (ASCT) and Learning and Behaviour Advisory Teams (LBAT) guidance‘Planning for Positive Transitions from Early Years Settings into School’ – ‘A Best Practice Guide for Settings and Schools’.
• Annex Section 2: Early Years Foundation Stage: ‘Ordinarily Available Inclusive Provision’ guide.
• Additional guidance can be found via the Tools for Schools.
• Universal transition process guidance – Transition guidance – West Sussex County Council 
• The following template is available for pre-school settings to use or adapt to support the transition process. Transition summary template.
• Early years diversity and inclusion guidance.

Last updated 9 February 2021