Transitions

 

At Moulton Nursery School & After School Club we recognise that young children will experience many transitions in their early years; some of these planned and some unplanned. We are sensitive to the impact of such changes to children and this policy sets out the ways in which we support children going through these transitions.

 

Some examples of transitions that young children may experience are:

  • Starting nursery school

  • Starting school or moving settings

  • Family breakdowns

  • New siblings

  • Moving home

  • Death of a family member or close friend

  • Death of a family pet.

 

Staff are trained to observe their key children and to be sensitive to any changes in their behaviour and personality. We respectfully ask that parents inform us of any changes in the home environment that may impact on their child so staff can be aware of the reasons behind any potential changes in the child’s behaviour.

 

Starting at the setting

We recognise that starting may be difficult for some children and their families. We have a settling in policy to support the child and their family.  

 

Starting school or moving childcare providers

Starting school is an important transition and some children may feel anxious or distressed. We will do all we can to facilitate a smooth move and minimise any potential stresses. This following process relates to children going to school. However wherever possible, we will adapt this process to support children moving to another childcare provider e.g. childminder or another setting.

  • We provide a variety of resources that relate to the school, e.g. uniform to dress up in, a role play area set up as a school classroom, photographs of all the schools the children may attend. This will help the children to become familiar with this new concept and will aid the transition

  • We invite school representatives into the setting to introduce them to the children

  • We visit the school at least once a month to use their hall, playground or visit our reception class.

  • We produce a comprehensive report on every child starting school to enable teachers to have a good understanding of every child received. This will include their interests, strengths and level of understanding and development in key areas. This will support continuity of care and early learning.

 

Other early years providers

Where children are attending other early years settings or are cared for by a childminder we will work with them to share relevant information about children’s development. Where a child is brought to our setting or collected from the setting by a childminder we will ensure that key information is being provided to the child’s parent by providing the information directly to the parent via email or telephone.

 

Family breakdowns

We recognise that when parents separate it can be a difficult situation for all concerned. We have a separated family’s policy that shows how the setting will act in the best interest of the child.

 

Moving home and new siblings

We recognise that both these events may have an impact on a child. Normally, parents will have advance notice of these changes and we ask parents to let us know about these events so we can support the child to be prepared. The key person will spend time talking to the child and providing activities that may help the child to act out any worries they have, e.g. through role play, stories and discussions.

 

Bereavement

We recognise that this may be a very difficult time for children and their families and have a separate policy on bereavement which we follow to help us offer support to all concerned should this be required.

 

If parents feel that their child requires additional support because of any changes in their life, we ask that you speak to the manager and the key person to enable this support to be put into place.