Transition to school Policy
Aim:
To give children and their parents every opportunity to make a successful transition to school having the confidence and skills to engage effectively in a variety of interactions and relationships which will allow them to become contributing members of the school community.
Explanation:
Transitions are about movement, change and continuity. They can be points for positive growth or setbacks. If children are to feel secure it is essential that transitions are given careful consideration in order for them to be positive.
The size and complexity of most schools and the ratio of teachers to children can be a daunting encounter for children moving from an early childhood setting into the school community.
Transition to school can be made more comfortable for children by working together with families and schools to make and maintain links between local schools and the service.
Implentation:
The Service will maintain in its parent library up to date and relevant resources relating to children’s transition to school.
Communication received from local schools concerning ‘orientation days’ for enrolling students will be conveyed to each family and participation in these days will be encouraged by our educators.
Selected teachers from local schools will be invited to attend parent meetings to discuss and answer questions relating to school readiness.
Notes will be sent home regarding school preferences for the following year.
Children who will be attending school in the following year will not take part in the “rest time” routine on a regular basis. These children will have the opportunity to participate in activities that will continue to develop and enhance their confidence and self-reliance; social skills with emotional and behavioural control needed for positive interactions with others; their ability to cope with frustrations and challenges; as well as their active participation within a group.
Educators will write up “Transition to School” statements (developed by the NSW Dept of Education), and with parent permission, send these off to nominated schools at the end of the year.
Reviewed and agreed upon by all staff September, 2019
“Principles and Practice for Driving the EYLF” by Kay Margetts and Bridie Raban 2011
To give children and their parents every opportunity to make a successful transition to school having the confidence and skills to engage effectively in a variety of interactions and relationships which will allow them to become contributing members of the school community.
Explanation:
Transitions are about movement, change and continuity. They can be points for positive growth or setbacks. If children are to feel secure it is essential that transitions are given careful consideration in order for them to be positive.
The size and complexity of most schools and the ratio of teachers to children can be a daunting encounter for children moving from an early childhood setting into the school community.
Transition to school can be made more comfortable for children by working together with families and schools to make and maintain links between local schools and the service.
Implentation:
The Service will maintain in its parent library up to date and relevant resources relating to children’s transition to school.
Communication received from local schools concerning ‘orientation days’ for enrolling students will be conveyed to each family and participation in these days will be encouraged by our educators.
Selected teachers from local schools will be invited to attend parent meetings to discuss and answer questions relating to school readiness.
Notes will be sent home regarding school preferences for the following year.
Children who will be attending school in the following year will not take part in the “rest time” routine on a regular basis. These children will have the opportunity to participate in activities that will continue to develop and enhance their confidence and self-reliance; social skills with emotional and behavioural control needed for positive interactions with others; their ability to cope with frustrations and challenges; as well as their active participation within a group.
Educators will write up “Transition to School” statements (developed by the NSW Dept of Education), and with parent permission, send these off to nominated schools at the end of the year.
Reviewed and agreed upon by all staff September, 2019
“Principles and Practice for Driving the EYLF” by Kay Margetts and Bridie Raban 2011