Effective transitions

Within services

• Have a “primary” care giver – same staff member who settles the child into the service, that moves with them as much as possible
• Have visual cues in the new environment for personal space and belongings, e.g. photos of children showing where their bags and shoes are to be kept, or what beds they are to sleep in
• Transition them as a group to minimise anxiety
• Provide and extend opportunities to be involved in familiar interest activities, e.g. if a child is showing interest in the transport system, ensure they can continue to have access to the objects they are familiar with in the new environment, building on their learning through modelling and the addition of new resources
• Involve families in the transition process, e.g. provide and discuss information packs on transition, and giving information about routines in the ‘new’ setting is helpful for families.

From service to school

• Frequent visits to the school
• Participating in school activities, e.g. assemblies
• Having children’s photos next to the place they store their belongings when they first arrive (photo could be provided by the service or parent)
• Immediate attention and responsiveness of the new entrant teacher
• New entrant teacher is responsive to the cultural context of the children, including their language
• School staff establishing connection with families/whānau
• At all times involve families in the transition process.