Transition Policy

Llanddulas Playgroup states that we will:

Ensure a fun and smooth transition for every child from home to playgroup and through to school.

Aim

We aim to manage and plan for the process of transition by ongoing support of our children and their families so that they can cope successfully with different changes that may occur in their formative everyday lives. We believe that emotional well-being is paramount in order for children to achieve their potential in all areas of development.

Areas of Transition

We believe the key points of transition that children experience include:

  • Moving from home to playgroup;
  • Where there is shared provision (between playgroup and another settings, including child minders);
  • Within the routine of the day in a setting;
  • Returning from a period of absence;
  • Transition between setting and school;
  • Staffing changes.

Moving from home to the Playgroup - settling in procedure

Before children start

Families are welcome to visit playgroup at any time to look around. They do not need to make an appointment. The play leader/deputy will make time to show them playgroup and discuss availability of places. Once a place is agreed we will provide parents with a welcome pack, child information sheet and contract.

On the first visit

We arrange a visit by the family where we give:

  • a full tour of playroom, kitchen, toilets and outside area.
  • an introduction to members of staff
  • a tour of where to find information
  • an explanation of the Learning Journeys
  • Where to find policies
  • Grievence procedure and how to contact cssiw
  • Safety procedures
  • Confidentiality
  • We use the information from the 'I am Special' form, discussions with parents and observation s of the child to plan their first session.
  • Children visit the setting with their parents as often as they need to.
  • Parents are able to stay with their child until the child is ready to be left or until the parents feel ready to leave their child. We manage each case flexibly, catering for individual need at all times.
  • Informal two-way communication is actively encouraged and offered at any time.
  • Where a child has come from another setting we ask permission to see relevant documentation from that setting e.g. a learning Journey, an 'On Track' form

Where there is shared provision between playgroup and other settings

  • We seek parental consent to liaise with other child care providers.
  • We establish contact with other child care providers.
  • We share individual learning plans with other providers.
  • We engage in moderation with other providers.
  • Work to build an open, professional relationship between parents and settings.

Within the routine of the day at playgroup

  • We establish a flexible approach to routines and patterns in the day allowing for the needs of specific children, for example, if a child is not ready to join circle time.
  • We allow time for children to follow their own interests and needs. For example, moving circle time to outside because children are engaged in play elsewhere.
  • We give plenty of warning to children of routines that may need to be followed, for example, indicating that it is nearly time to tidy up, for snack or to go outside.
  • Once a routine is established that signals a significant event, we will endeavour to maintain this pattern. For example, joining for a song at the end of the session.

Returning from a period of absence

  • We recognise and appreciate that a child may be unsettled.
  • We invite parents to stay as long as necessary in order to settle their child.
  • We share any concerns about children with parents and/or staff.

From play group to school

  • We maintain good relationships with our main feeder school Ysgol Llanddulas.
  • We visit Ysgol Llanddulas often to use its play facilities, watch performances and share experiences.
  • We arrange at least one visit by the nursery teacher and classroom assistant from the school to the setting. We ensure that parents know the date so we can reach as many children as possible.
  • Occasionally children start at other schools and we ensure that a visit to us or to them takes place.
  • We arrange visits to the school by the children and the playgroup staff
  • We arrange visits form older children from feeder schools to come and play with the pre-schoolers so our children are at ease with older children.
  • We display photos of our leavers in their uniform for our remaining children to see to keep continuity between school and playgroup
  • we hold a parent's evening in the last term to discuss any transition concerns with parents
  • key workers and play leader arrange parents hand over meetings with the nursery teacher for each child to ensure information is shared to aid settling in and to hand over learning Journeys.

Staffing Changes

  • We minimise changes in Key Person allocations as far as possible.
  • Where staff leave the setting, we plan Key Person re-allocations in advance and ensure children and their families have either:
    • Already developed an attachment with their new Key Person, or
    • Have the time to develop an attachment and feel safe and secure with their new Key Person.
    • Consult parents/carers on preferences for Key Person as far as is practicable.

This policy was agreed by Llanddulas Playgroup Feb 2015.