Transition to school policy.

Introduction

Starting school is a significant milestone in the life of any child and family. Our service supports continuity of learning and transitions for each child by sharing relevant information, clarifying responsibilities and by developing strategies that support a positive transition to formal schooling. (Standard 6.3)

Aim:

• To assist each child in gaining the skills necessary to begin school.

• To make this transition to school as smooth as possible for the child and their family.

Goals

Our centre will liaise with local schools to develop a smooth and comprehensive transition to school program. Our Centre will work in collaboration with families to support the individual strengths and needs of each child and provide a high-quality program to help children experiencing the transition to formal school.

Procedure:

• To ensure that our program fosters the development of each child’s physical and social/emotional independence, cognitive skills, and language development they need to be ready for school.

• To provide the parent with appropriate literature containing the skills necessary for their child to be ready for school and how to help develop these skills whilst at home.

• For the teacher to provide support to the family and the opportunity for individual consultation to discuss each child’s development in regard to school readiness.

• To make use of local resource people, including local kindergarten teachers and occupational therapists. This will provide the opportunity for parents to gain knowledge on preparing their child for school and deciding whether their child is ready for school.

Strategies

Starting school is a major transition for young children. When children know what to expect they are much more likely to feel confident and happy about starting school.

Our centre program assists children to develop the following skills considered useful for engaging positively in the school environment:

• Concentrating on the task at hand.

• Persevering when faced with difficulties.

• Responding positively to new situations.

• Taking some responsibility for their behaviour as it impinges on others in the group.

• Developing the communication skills necessary for group or individual play.

• Developing positive feelings about themselves and others.

• Experiencing a sense of self-satisfaction resulting from achievement.

The Educational Leader will:

• Establish systems across the centre to ensure there is continuity of learning when children transition to school.

• Ensure that educators are aware of the requirement to complete Transition to School Statements for children commencing school in the coming year.

Educators will

• Encourage children to start thinking and talking about school by exploring various elements of the school experience. (e.g., uniforms, eating packed lunches, talking to older children about school and how a school environment is different.)

• Talk with children about starting school, respecting any concerns, and communicating these to families.

• Communicate with families to ensure the education and care service is meeting the individual strengths and needs of the children and families.

• Consider family priorities and any concerns about the transition process. Each families cultural and linguistic needs will be respected, along with family diversity.

• Develop a program to ensure a smooth transition for children from the education and care environment to the school environment. The program requires both parent and educator support for the child. This collaboration will ensure the best possible climate for this transition.

• Consider the individual rest or sleep needs of children in the months leading up to the transition to school and whether a reduction in sleep times may prepare some children for the longer school day routine. Children will continue to have rest periods and quiet activities during the day. Beds will be available for any child who requires rest or sleep.

• Focus on school readiness in all areas of development throughout the day. Children will be encouraged to extend their knowledge via their interests and educators will assist children to challenge their skills regularly.

• Regularly discuss children's development and readiness for school with families.

• Support each family's decision about when to send children to school, acknowledging the NSW Department of Education’s policy that "children must turn five by July 31 in the year they start Kindergarten. All children in NSW must start school by their sixth birthday".

• Be supported to access professional development opportunities to ensure current knowledge and practice regarding transition to school is employed within the centre.

• Facilitate relationships and networking with local schools to support children and families with the transition process and to open lines of communication. The importance of school preparation through school visits, orientation days and meeting the Kindergarten teachers will be regularly promoted.

• Educators will complete the digital format of the NSW Department of Education’s Transition to School Statement for the children who are starting primary school in the coming year.

• The Transition to School Statement provides a snapshot of a child’s strengths, interests, needs and teaching approaches to be able to support a positive transition into Kindergarten, leading to positive educational and social outcomes.

• Completion of the Transition to School Statement is a mandatory requirement of the NSW Government’s Start Strong Funding for children in the year before they begin school. This statement must be completed by Early Childhood Teachers or Educators and provided to the child’s parents/carers and the child’s school before the commencement of the new year. This is to ensure that learning continuity is maintained and provides a link between the Early Years Learning Framework and the Early Stage 1 Syllabus.

This policy is the property of Eikoh Seminar Australia Pty Limited and must not be reproduced without the consent of management.