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Effective Transition Strategies in Initial Teacher Education: A Collaborative Approach

This presentation focuses on essential strategies for facilitating smooth transitions in early education settings, specifically addressing different year group transitions, including Foundation Stage to Year 1, Year 6 to Year 7, and supporting vulnerable pupils. It emphasizes the importance of home visits, shared activities, and effective communication between teachers, parents, and support staff. Key objectives include minimizing anxiety for students, sharing relevant information, and fostering strong educational partnerships. Involving multi-agency collaboration ensures comprehensive support for each child's unique needs.

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Effective Transition Strategies in Initial Teacher Education: A Collaborative Approach

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  1. Professional StudiesSummer 2010 Transition

  2. SOUTH WEST INITIAL TEACHER EDUCATIONPROFESSIONAL STUDIES PROGRAMME FOR SCHOOLS The people involved in the production of this presentation were: Claire Browne, Topsham School Sam Bone, Oldway Primary Charlotte Faulkner, Eggbuckland Primary Sally Eales, College of St Mark & St John Gini Wells, Littletown Primary Lynda King, University of Exeter

  3. Objectives: • Transfer of information teacher – teacher • Home Visits – Foundation Stage • Year 1 Transition Curriculum • Transition Year 2 / 3 (KS1 / KS2) • Transition Year 6 / 7 (KS2 / KS3) • Transition for vulnerable pupils • Managed moves • Transition of Statemented pupils • Transfer Meeting

  4. Class teacher – class teacher • ECM register / class list for data • Groupings • Reports • SATs papers & Foundation Profile • Assessment data in core and foundation subjects • APP • Learning and family background notes

  5. Home Visits • Any questions and queries • Medical background • Development history • Siblings and family dynamics • Child interests • Structure of school day • Staffing structure at school

  6. Year 1 Transition Curriculum SUMMER TERM • Shared playtimes • Buddy visits • Teacher swap AUTUMN TERM • Play-based, creative activities • Minimise time on carpet • Observations and assessments linked to ELGs • Choosing board SPRING TERM • National Curriculum • Primary Strategies

  7. Transition Year 2 to Year 3 • Shared playtimes and lunchtimes • All About Me booklets • Transition curriculum • Meet the next teacher

  8. Transition Year 6 to Year 7 • Enrichment workshops, ASTs, PE partnerships etc. • Pupil visits to secondary schools • Visit from Year 7 tutors and meetings with Year 6 class teachers • Transition Project sent to secondary school • PE data

  9. Transition for vulnerable pupils • Who is vulnerable? • Staffing • Parental engagement • Managed, well-timed, gradual • 1: 1 curriculum / small group work • SEAL • Named TA

  10. Managed Moves • Pupils at risk from exclusion • Multi-agency involvement • Planned / staggered integration into the school / class • Support for family • Named TA • Home-school liaison • Home-school agreement • Plan for periods of vulnerability in school day

  11. Transition of Statemented pupils • Named school • Speech and language / behaviour / Autistic Unit • Visits to unit by new class teacher • Planned deployment of staff • Staff training, where appropriate • Links maintained with ‘experts’ in unit

  12. Small schools Large schools Transition issues in….

  13. Multi-Agency Working • Responsibility for all pupils remains with the class teacher • Translators / interpreters • Physiotherapists • Speech and language advisors • Hearing impairment advisors • Visual impairment advisors • Educational psychologist • Parent-support workers • School Nurse

  14. 10 mins to make notes on profile children Salient information on attainment, learning, friendships etc. Timed 10 min meeting Feedback from partner 10 mins prep 7 min meeting 3 min feedback 7 min meeting 3 min feedback Total: 30 mins Transfer Meeting

  15. What did you include that was really useful? • What didn’t you include that was really useful? • What other information did you need? Where is that information? • Which pupils in your class might benefit from special transition arrangements? Why? What sort of arrangements?

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