The National Quality Framework for Early Childhood Education
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
13.1.1How does the school support consistent key relationships for children?
Think about (e.g.)
Component 13.2 - The setting promotes smooth transitions by ensuring there is appropriate liaison within the setting and between settings.
Signposts for Reflection
13.2.1How does the school support the child's transition into/within/from the infant classroom?
Think about (e.g.)
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
13.3.1How 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.)
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
13.4.1How do school policies and procedures support your activities regarding the children's transitions? See 10.2
Think about (e.g.)