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The National Quality Framework for Early Childhood Education





Infant Classes

Standard 13: Transitions

Ensuring continuity of experiences for children requires policies, procedures and practice that promote sensitive management of transitions, consistency in key relationships, liaison within and between settings, the keeping and transfer of relevant information (with parental consent), and the close involvement of parents and, where appropriate, relevant professionals.

Component 13.1 | Component 13.2 | Component 13.3 | Component 13.4

Component 13.1 - Smooth transitions are facilitated and promoted through the provision of consistent key relationships within the setting.

Signposts for Reflection

13.1.1

How does the school support consistent key relationships for children?

Think about (e.g.)

  • Experience of the teacher
  • Same teacher throughout the school year See 5.6
  • Ensuring sensitivity to the child's needs at transition times throughout the day See 5.3
  • Providing secure attachment relationships with teachers/adults in the school See 14.2
  • How these secure relationships facilitate the easy transition of children into/within/from the school

Component 13.2 - The setting promotes smooth transitions by ensuring there is appropriate liaison within the setting and between settings.

Signposts for Reflection

13.2.1

How does the school support the child's transition into/within/from the infant classroom?

Think about (e.g.)

  • Collection of information before the child enters the school See 12.1
  • Sharing this information appropriately within the school See 12.2
  • Making connections with other settings/schools/organisations/individuals to promote smooth transitions See 16.4
  • Providing information and advice to other settings/schools/organisations/individuals when the child is transferring from your classroom

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Component 13.3 - Parents, children and relevant professionals are consulted and involved in ensuring that transitions are made as smooth as possible for children.

Signposts for Reflection

13.3.1

How are parents, children and relevant professionals consulted and involved in children's transitions into/within/from your school? See 4.1

Think about (e.g.)

  • Enabling staff and parents to meet and discuss issues prior to the enrolment of the child See 3.1
  • Opportunities to visit the school/classroom prior to enrolment
  • Introducing children to the school following enrolment
  • Facilitating and encouraging parents to spend time in the classroom/school with their child following enrolment See 3.2
  • Accessing information about the child from parents/previous settings
  • The provision of information to other settings, with parental consent See 12.2 /12.3
  • How formal and informal links with other relevant organisations or agencies in the community support transitions See 16.3

Component 13.4 - The setting has written records of all policies, procedures and actions regarding transitions within the setting, and makes them available to all stakeholders.

Signposts for Reflection

13.4.1

How do school policies and procedures support your activities regarding the children's transitions? See 10.2

Think about (e.g.)

  • Review and update of policy
  • Policy into practice
  • Documenting procedures
  • Ensuring relevant staff/adults understand and follow these procedures


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