The setting will help your child to settle in if they are new.
The setting can offer settling in sessions, so your child becomes familiar with the staff and environment and also has short periods of time at the setting without their parent.
The setting can offer flexible starting times- tailored transition
Regular attendance will help a child to settle at their setting and establish good routines going forwards.
Autumn 2:
The child/ren will be growing familiar and more confident with the established routines in place at their setting.
They will experience learning opportunities in a range of contexts with a focus on the prime areas of learning
Spring 1 to Summer 2:
Child continuing to be supported to develop their confidence with routines and within prime areas of learning. The specific areas of learning will be introduced to extend child’s learning to build on secure knowledge of prime areas of learning.
Universal support - Induction
Autumn 1:
Children may have attended show around visits to prospective primary schools. They may wish to share their experiences.
Autumn 1 to Summer 1:
Regular attendance will help a child to settle at their setting and establish good routines going forwards.
Spring 1 to Summer 1:
Child continuing to be supported to develop their confidence with routines and within prime areas of learning. The specific areas of learning will be introduced to extend child’s learning to build on secure knowledge of prime areas of learning.
Summer 1:
Transition visits may begin to take place.
Summer 2:
Children may have attended transition visits to their allocated primary school. They may wish to share their experiences.
Staff from their primary school may visit the setting to meet the children in situ.
Targeted support - Induction
Autumn 1:
On registering with the setting, if the children have an identified need (and are already known to support services) a team around the family meeting should be held so that an agreed plan of support is in place for when the children start at the setting.
Autumn 1 to Summer 2:
Create a one-page profile with the family to build understanding of the child. Review and update it regularly.
Children with SEND needs will have plans of support in place linked to their motivations and interests including adaptations to the provision.
Using the paperwork available here to support the graduated approach:
Regular attendance will help your child settle at their setting and get you both used to the routine of going to school daily.
Autumn 2:
Parents/carers may share specific concerns such as the child’s eating, sleeping or toilet training – the Family Hub website has information which can help.
Spring 1:
Parents/carers have applied for a school place before the January deadline using Torbay Council School Admissions process.
Summer 1:
Parents should share with the EY setting their child’s chosen school allocation.
Summer 2:
Parents/carers may attend school visits or specific parent meetings at the school, children may attend open days, discuss any further support needed.
Universal support - Transition
Autumn 1:
Families who have engaged with Early Help should have planned Team Around the Family meeting with all professionals involved. torbaysafeguarding.org.uk/professionals/early-help
Visit schools in your child’s catchment area. The school may offer tours or open days. You may wish to take your child along with you.
While at the school, ask any questions you may have.
On registering with the setting, if the children have an identified need (and are already known to support services) a team around the family meeting should be held so that an agreed plan of support is in place for when the children start at the setting
Create a one-page profile with the family to build understanding of the child.
Links with Torbay Family Hubs to be made for those parents needing extra support e.g Small Steps Group, Let's Talk and Play.
Autumn 2:
Parents/carers of children with SEND will need to complete a school admissions application by January.
Autumn 2 to Summer 2:
Reviews with parents/carers and relevant professionals. progress monitored through appropriate support plans (Individual Learning and Development Plans.
Together with the parents/carers think about the information needed to be shared about the targeted child’s individual needs with the receiving school (use your transition document and a one-page profile).
Ensure parents have applied for a school place before the January deadline using Torbay Council School Admissions process.
Spring 1:
Ensure parents have applied for a school place before the January deadline using Torbay Council School Admissions process.
Summer 2:
Check the information available re uniform: school uniform - Family Hub (org.uk/?s=school+uniform)
Targeted support - Induction
Autumn 1:
On registering with the setting, if the children have an identified need (and are already known to support services) a team around the family meeting should be held so that an agreed plan of support is in place for when the children start at the setting
Ensure appropriate advice and guidance is being accessed by outside professionals.
Referrals for an educational psychology consultation, must be made by half term for children who may need a specialist school place.
All Requests for Statutory Assessment (Education, Health and Care Needs Assessments) should be submitted for children who may require a specialist provision when they start school the following September
Consider/ discuss any support parents/carers need for Primary school visits / open events and meetings before the application deadline in the following January.
Identify all the children needing an enhanced transition.
Autumn 2 to Summer 2:
Children’s needs are assessed and identified as requiring enhanced support, leading to the Graduated Approach Cycle of SEN Support (Assess, Plan, Do & Review).
Spring 1:
In order to complete the 20-week time frame, all Requests for Statutory Assessment (Education, Health and Care Needs Assessments) should be submitted to Torbay EHCP, for children who will be starting school the following September, based on consultation with the parents/carers and EPS.
Spring 2:
Work with parents/carers to create a plan to share information with their children’s chosen receiving schools.
Summer 1:
Establish contact with the schools SENDCOs to arrange a transition meeting, for all those children with SEND starting the following September.
If by the end of May enhanced transition meetings have not been arranged, check with the receiving Primary lead/SENCO that the children are known to the school.
Summer 1 to Summer 2:
Attend prearranged Enhanced Transition meetings including parents/carers and the relevant support agencies. Together share the relevant information with the school staff.
Summer 2:
Add extra transition visits and identify any other resources needed to ensure a smooth transition