EYFS transition timelines

Nursery 1

Enhanced

• Discuss potential YR settings with SENDCo and EHCP Co at review.
• Read and consider School Information Report (on school website) for potential settings.

Nursery 2 Autumn term

Universal

• Visit potential settings and attend open events.
• Ensure school place application form is sent back to NCC by the deadline.

Targeted

• Ask for a meeting or discussion with potential setting to gather an overview of support available.
• Read and consider School Information Report (on school website) for potential settings.

Nursery 2 Spring term

Targeted

• Attend initial planning meeting with primary setting. Share any pertinent information.

Nursery 2 Summer term

Universal

• Review Just One Norfolk's "Starting School" and NCC's "Early years transitions" online resources and in person events.
• Attend transition sessions hosted by the primary setting.
• Consider 'Ready for School' events which School and Community Teams can hold within EY settings and the community.

Targeted

• Attend initial planning meeting with primary setting. Share any pertinent information.

Reception Autumn term

Targeted

• Attend any parent meetings/transition review meetings to discuss needs, and provision and planning moving forward.

Nursery 2 Autumn term

Universal

• Signpost families to local open evening events at primary settings.
• Signpost to resources to support transition from EYFS into Year R.

Targeted

• Encourage families to attend open evenings and speak to the prospective settings to allow families to make informed decisions.
• Ensure UK school systems / processes around applying for school places and transition are explained as soon as possible to families who are newly arrived in the UK or who are not proficient in English.

Nursery 2 Spring term

Targeted

• Prepare transition information for the primary setting.
• Attend any transition meetings to which the current setting is invited to by the receiving setting.

Enhanced

• Hold annual reviews with families and invite school SENDCo as appropriate.
• Where a child or young person is on panel or awaiting outcomes for placement at a specialist setting, ensure parallel planning with primary setting and family with the presumption that the child or young person may be attending the mainstream setting.
• With family consent, make referrals to the School and Communities Teams via the Family hubs website for targeted transition support for children or young people with additional needs who would benefit from external transition support.

Nursery 2 Summer term

Universal

• School placement allocations. Prepare and respond to transition information requests from primary setting.
• Liaise with families and remind them of upcoming transition events and resources available to support transitions.
• Prepare all children or young people for transition through events and dedicated curriculum activities.
• Complete Supporting Transition and Inclusion Record (STAIR) documents.

Targeted

• With family consent, make referrals to the School and Communities Teams via the Family hubs website for targeted transition support for children or young people with additional needs who would benefit from external transition support.

Enhanced

• Where a child or young person is on panel or awaiting outcomes for placement at a specialist setting ensure parallel planning with primary setting and family with the presumption that the child or young person may be attending the mainstream setting.
• Seek advice from the EY adviser team if needed to support transition.

Reception Autumn term

Universal

• Ensure that all electronic and paper files/information, including STAIR, have been securely handed over to the primary setting. Ideally before the term starts.
• Evaluate the transition process from the previous year and reflect on what went well / what could be improved.
• Provide feedback to the receiving setting where necessary and adapt transition arrangements for the coming year.

Nursery 2 Autumn term

Universal

• Welcome families and children to open evenings, events, and informal meetings.

Targeted

• Host information event for parents of children and young people with additional needs.

Enhanced

• Respond to consultations. Clearly outline any provisions form Section F that the setting will need support in implementing.

Nursery 2 Spring term

Universal

• Welcome families and children to open evenings, events, and informal meetings.
• Use information from transition meetings and feedback from nurseries to begin to develop intake profiles and provision planning.
• Review the NCC Transitions toolkit and accompanying resources, and EYFS Transitions in Norfolk (padlet.com).

Targeted

• School placement allocations. Arrange transition meetings with feeder nurseries and discuss use of STAIR to support transitions.
• Ensure any barriers the family have to communication e.g. EAL are identified in collaboration with the current setting and families e.g. through admissions forms.
• Ensure families are provided with information in an accessible format (language).

Enhanced

• When a setting is named on a child or young person's EHCP, arrange an initial planning meeting with families and child or young person.

Nursery 2 Summer term

Universal

• Welcome families and children to open evenings, events, and informal meetings.
• Explain the EY framework to families and provide time for FAQ / Q and A.

Targeted

• Host welcome/transition events for SEND cohort, plan universal targeted and enhanced transition activities as needed.
• Finalise initial SEND register for incoming cohort.
• Disseminate information to all relevant staff regarding incoming cohort.
• Draw up transition SEN Support Plan with families and children and young people ready for transition.
• Plan provisions and support for incoming cohort.
  • Request information from current settings including requests for information relating to SEND, EAL, GRT, Young Carers, Military Families, FSM, PP, SEND etc to inform planning for engagement with children and young people and their families. E.g., arranging for documents to be shared in languages other than English.
  • Review STAIRs and transition information shared, including SENIF data.
  • Finalise provision and staffing for the autumn term.
• Plan meetings with families to offer reassurance.
• Plan provision and support for specific groups e.g. GRT, EAL, young carers. Use One Minute Guides, thematic Inclusion and SEND toolkits for schools, and welcome packs (coming soon!) to support your strategies and approaches.

Enhanced

• Seek advice (if required) from the The SEND and inclusion team or the EY advice line where enhanced transition support will be put into place.
• Discuss and plan implementation of Section F provisions with family and incorporate into transition SEN Support Plan.

Reception Autumn term

Universal

• Be flexible and adapt to individual children's needs.
• Evaluate the transition process from the previous year and reflect on what went well / what could be improved.
• Provide feedback to the current setting where necessary and adapt transition arrangements for the coming year.

Targeted

• Use data from baseline assessments and observations to identify any potential unmet needs. Review transition information provided from STAIR/nursery discussions.
• Observe and review/generate robust Support Plans for children and young people with additional needs.
• For children and young people with high needs, submit INDES accompanied by SEN Support Plan if requesting support.