Primary school transitions involve supporting children through key changes, such as starting school, moving between key stages, or changing schools. Key strategies include establishing routines, visiting the school, reading relevant books, and fostering independence. Success relies on positive communication, managing anxiety, and building familiarity with staff and the environment. Transitions should be viewed as a process rather than a single event, requiring careful planning to ensure children feel secure and confident.

---

Home / Nursery to School

Starting school is a major milestone for children and families, and with preparation, support, and understanding, this  transition can be a positive, exciting experience. Children and families are supported through visits to promote emotional security and readiness to learn. There are opportunities for parents/carers to engage with staff and understand EYFS, routines and expectations.

Provision in place: Planned Transition programme, Play and Stay sessions, Home Visits

• Parents Tours of school
• Additional visits on request
• New parents’ meetings in hall after school
• Stay and Play in the summer Term
• Home visits to build relationships between school and home before starting.
• Tapered start – first week builds slowly to a full day.
• Parent meetings - Autumn term with EYFS staff

Children with SEND have an enhanced transition if they have an EHCP or are on the Link Programme

• SENDCO and/or Reception teacher visits pupils at pre-school setting and/or springboard.
• SENDCO to attend spring or summer annual reviews.
• Link programme is followed for individual children.
• Extra visits to school are arranged starting with a visit to the classroom when the school is quiet (eg after school).
• Transition booklet shared with parents and child including photos of key staff, classroom, playground etc.

When? Summer term & Autumn term

Responsibility: EYFS Lead, EYFS staff, SENDCo, Head

Impact: 

• Children settle quickly and demonstrate confidence in the learning environment.
• Strong home-school relationships are established.
• Provision is responsive to individual needs from the start.

Year to year transitions

Moving from year to year is a time of change and can be a source of both excitement and anxiety for children and for their parents/carers. Positive transitions are vital for all children’s emotional wellbeing and achievement, and planning for these transitions is fundamental to effective practice. 

Provision in place: Teacher handover meetings & Classroom familiarisation

• Comprehensive handovers to ensure continuity of learning (staff meetings assigned)
•  Moving up day – pupils experience their new classroom and routines in advance
• Extra visits to meet class teachers for pupils with SEND during term 6.
• Transition books with photos of classroom, staff etc for pupils with SEND to look at over the summer holiday.
• Pre-starting back visit for selected children during INSET Day
• Provision map SEND plans/outside agency reports accessible for all teachers
• New teachers attend Summer Term SEND Annual Reviews

When? Summer term 

Responsibility: Class Teachers

Impact: 

• Learning builds on previous learning

• Reduced anxiety and positive attitudes to learning

• Pupils demonstrate readiness for the next stage

---

In-Year admissions

Transitioning to a new school can feel both thrilling and daunting for students. At Ashcombe we support all new starters by providing a welcoming environment, guided tours, and opportunities  to meet fellow classmates and teachers before the term begins. Our induction programs helps students understand daily routines, school values, and available support networks, making it easier to adjust socially and academically. 

Provision in place: Induction & Assessment

• Clear induction procedures ensure pupils feel welcome and safe- EAL induction Policy
• Buddy system to support social inclusion and wellbeing
• Contact made with previous school at earliest opportunity to share information

When? Anytime

Responsibility: Learning mentors,Class Teachers, EAL Lead, Head-Teacher

Impact: 

• Pupils integrate quickly and engage in learning

• Pupils adopt positive relationships

---

Primary to Secondary

Moving from primary to secondary school marks a  significant milestone for children, offering new opportunities while presenting challenges that require support, preparation, and resilience. The transition from primary to secondary school is an important phase in a child's education, introducing them to a larger school environment, multiple teachers, new routines and a broader curriculum that encourages independence and personal development. While it can be an exciting time it often brings anxiety and uncertainty.

 

Provision in place: Liaison with Secondary schools

• Secondary SENDCos invited to Annual Reviews/transition meetings
• Pupils needing a high level of transition support referred to either Enhanced provision (ASD) or to the School Placement Team for summer term
• Year 6 – Year 7 Inclusion Panel to discuss children

When? Spring Term

 

Provision in place: Enhanced Transition support

• Year 6 Transition roadshow led by EMHP’s
• Year 6 class sessions on transition led by EMHP
• Individual pupils with higher level of need/anxiety to be offered 1:1 sessions with EMHP that continue through the summer holidays
• Secondary school staff visit year 6 teachers and SENDCO to share information
• Secondary staff meet pupils transferring to them- question and answer in hall
• Additional visits arranged for SEND/Vulnerable children.
• Learning mentor support for pupils needing further support throughout the summer term

When? Summer Term

Responsibility: Class Teachers, SENDCo, EMHP, SPS, Enhanced provision

Impact: 

• Vulnerable children transition successfully

•  

  Pupils are well prepared for their next phase

   

   

Provision in place: Safeguarding and records transfer

• Timely and secure transfer of academic and safeguarding records. Signed receipt of paper files.

When? Summer / Autumn Term

Responsibility: DSL, SENDCo, Office Administrator

Impact: 

• Continuity of care and learning is maintained

 

Provision in place: SW Cluster meetings

• Plan moving on week to ensure consistent experience for all
• Review the weeks – what could be improved, what went well

When? Summer / Autumn Term

Responsibility: Primary & Secondary HT’s and Year 6 staff

Impact: 

• Pupils meet new friends and begin to build relationships

•  

  Reduce anxiety of the unknown

   

---

How can Parents / Carers help their children prepare for transitions?

Parents can help children prepare for school transitions by  providing emotional support, familiarity with the new environment, practical preparation, and opportunities to build independence  and confidence.

Emotional Support and Communication: 

Transitions, such as starting primary school or moving to secondary school, can be exciting but also cause anxiety. Parents should encourage children to express their  feelings, listen attentively, and respond truthfully to their questions about the change, helping to normalise  nerves and any sadness about leaving familiar routines or friends. Sharing positive memories of school  experiences and highlighting opportunities  for new activities and friendships can boost confidence and  self-esteem 

Familiarisation with the New Environment: 

Visiting the new school/classroom, attend induction events, transition days, or virtual tours to help  children become comfortable with the new layout, teachers, and routines. For secondary school, preparing a school map, organising the timetable, and identifying key staff members or trusted adults can reduce   uncertainty.

Practising the school journey ahead of time also supports confidence, especially if it is a child’s first time  travelling independently.

Practical Preparation: 

Over the summer or prior to the start of school, parents can engage children in tasks such as organising  uniform and school supplies, arranging bags, or practising using transport. Setting up simple home routines for bedtime, packing lunches, and checking school planners helps children adapt to daily responsibilities. 

For older children, involving them in planning and small responsibilities, such as coordinating homework or organising personal items, fosters independence 

Building Independence and Confidence: Parents can empower children by gradually encouraging them to manage tasks on their own, setting achievable goals, and praising their efforts. Engaging in social activities, joining clubs, or meeting peers before term starts can aid in developing friendships and social skills. Maintaining familiar routines and offering reassurance in the first few weeks helps children manage the mental and emotional energy required during transitions. 

Celebrating and Reflecting on Past Experiences: Marking the end of one school stage with celebrations or mementoes, such as yearbooks or personal notes, allows children to say goodbye to their previous school positively and builds a sense of closure. Parents can also create small personal celebrations at home to acknowledge their child’s achievements. 

Monitoring and Support: Parents should watch for signs of ongoing anxiety, such as changes in mood,  behavior, or reluctance to attend school, and communicate with teachers, pastoral staff, or healthcare professionals when needed. Timely intervention can prevent longer-term  difficulties and  ensure the  child feels supported.

By combining emotional reassurance, practical preparation, familiarisation, and fostering independence, parents can help children approach school transitions confidently and positively, whether starting school  or moving to a new stage such as secondary education.