EYFS to Key Stage 1 Transition Policy

LoveSpring Nursery School - Supporting Smooth Educational Journeys

Policy Definition and Scope

At LoveSpring Nursery School, we define 'transition' as the movement that takes place from one year to the next, and from one phase of education to the next within our school. This differs from 'transfer,' which describes movement between different schools.

The transition from Reception to Year 1 presents a unique challenge as children move from the play-based approach of the Early Years Foundation Stage to the more structured demands of Key Stage 1. We recognize that rapid change can lead to insecurity and stress, sometimes resulting in inappropriate behaviour.

Our Philosophy

We believe that successful transition results from effective communication and a planned induction to Year 1 with gradual implementation of the KS1 curriculum. As educational experts emphasize: "Effective transition takes time and is a process rather than an event."

1. Aims and Rationale

1.1 Policy Intent

This policy formalizes our commitment to creating a whole-school approach to transition, ensuring children, staff, parents, governors, and stakeholders have clear understanding of their roles and responsibilities.

Primary Aim	Implementation Strategy	Expected Outcome
Smooth Transition	Structured transition activities and familiarization	Confident, settled children ready for new challenges
Stress Prevention	Gradual introduction to new routines and expectations	Maintained emotional wellbeing and positive engagement
Continuity of Learning	Shared knowledge of children's development and curriculum alignment	Seamless progression in teaching and learning

1.2 Inclusion and Equal Opportunities

We actively involve children and parents in the transition process, valuing their perceptions and insights. Additional support is provided for:

Children with Special Educational Needs and Disabilities (SEND)
Children at early stages of English language acquisition
Children requiring emotional or social support

Support strategies include using children's interests as learning starting points, adjusting task demands, and providing language support through additional adults.

2. Guiding Principles

2.1 Core Transition Principles

Principle	Application	Benefit
Child-Centred Approach	Transition process designed around child's needs	Settings fit the child, not child fitting settings
Emotional Wellbeing Focus	Assessment of welfare before and after transition	Confident, resilient children
Professional Collaboration	Respect for information from previous phase	Continuity in learning and care
Gradual Process	Transition as ongoing process, not single event	Reduced anxiety, increased security
Parent Partnership	Parents well-informed and comfortable with transitions	Consistent support between home and school

3. Transition Planning Process

3.1 Strategic Timeline

Timeline	Activities	Responsibility
Summer Term - May	Moderation meetings to agree standards and expectations	EYFS Lead, Year 1 Teacher, Assessment Lead
Summer Term - June	Informal meetings for children with specific needs, parent consultations	EYFS Lead, SENCO, Year 1 Teacher
Summer Term - July	Year 1 teacher visits, transition sessions, handover meetings	All teaching staff, Senior Leadership
Autumn Term - Weeks 1-4	Play-based activities with gradual introduction of formal learning	Year 1 Teacher, Teaching Assistants
Autumn Term - Week 5	Formal assessment and target setting for Year 1 curriculum	Year 1 Teacher, Assessment Lead, SENCO

3.2 Record of Transfer Meetings

During Term 6, comprehensive handover meetings take place between EYFS Leader and Year 1 teacher, including:

Detailed discussion of individual children's needs and achievements
Sharing of Characteristics of Effective Learning assessments
Review of Development Matters progress records
Individual assessment portfolios and supporting evidence
Additional Educational Needs information
Phonics assessment data and reading progress

4. Curriculum and Assessment

4.1 Curriculum Progression

Child Progression Level	Curriculum Approach	Assessment Framework
Exceeding/Expected	National Curriculum based planning with EYFS enhancements	Year 1 assessment framework with EYFS links
Emerging	Development Matters alongside National Curriculum	EYFS Profile with P-scales for SEND where appropriate
SEND Requirements	Individualized planning with specialist support	Personalized assessments and progress tracking

4.2 Planning and Teaching Approach

Our Year 1 teaching strategy includes:

Quality first teacher-directed activities alongside continuous provision
Interactive activities mixing adult-led and child-initiated learning
Gradual increase in formal learning throughout Autumn term
High expectations with targeted support for individual needs
Classroom organization that promotes creativity and independence

5. Familiarization Activities

5.1 Key Stage 1 Introduction

Activity	Purpose	Timing
Joint Playtimes	Social integration with older children	Throughout Summer term
Classroom Visits	Familiarization with new environment	July transition sessions
Teacher Exchange	Building relationships with new teacher	Weekly in July
Work Sharing	Celebrating achievements in new setting	Ongoing opportunities
SEND Transition Booklets	Personalized preparation for vulnerable children	Individual timetable

5.2 Enhanced Support for Vulnerable Children

Additional measures for children requiring extra support:

Personalized transition booklets with photos and information
Additional visits to Year 1 classroom with familiar adults
Staggered transition timetable for sensitive children
Parent workshops on supporting transition at home
Regular check-ins with SENCO and pastoral team

6. Monitoring and Evaluation

6.1 Assessment Framework

Assessment Point	Focus Areas	Success Indicators
Week 1-4 Assessment	Emotional wellbeing, social adjustment, engagement	Happy, settled children engaging with learning
Week 5 Formal Assessment	Academic progress, curriculum adaptation needs	Children working towards Year 1 expectations
Half-term Review	Overall transition success, identification of ongoing needs	Smooth progression to formal learning approaches
Parent Feedback	Home adjustment, continued enthusiasm for school	Positive parent reports and partnership

6.2 Intervention and Support

Early identification and support for children struggling with transition:

Additional play-based learning opportunities
Small group social skills sessions
Individual learning plans where needed
Regular communication between EYFS and Year 1 staff
SENCO involvement for specialized support strategies

7. Appendices Summary

7.1 Key Documentation

Document	Purpose	Completion Timeline
EYFS Record of Transfer	Comprehensive child profile and needs assessment	End of Summer term
Transition Timetable	Structured activities and monitoring schedule	Annually reviewed in Spring term
SEND Transition Plans	Personalized support for vulnerable children	Individual basis throughout Summer term
Parent Information Pack	Supporting home preparation for transition	Distributed in June

Contact Information

EYFS Lead: [Lead's Name]

Year 1 Teacher: [Teacher's Name]

SENCO: [SENCO's Name]

Nursery Manager: [Manager's Name]

LoveSpring Nursery School: Coventry, CV1 5HA

Telephone: +44 (0)24 1234 5678

Email: transition@lovespringnursery.co.uk

Date of Policy: [Current Date]

Last Reviewed: [Current Date]

Next Review Due: [One year from current date]

Signed: _________________________

Position: Nursery Manager/Owner, LoveSpring Nursery School