At Ryecroft, we recognise the important role that transition plays in ensuring that children are able to deal with the changes that they experience as they move through the school. We consider all points of transition both into and out of the academy and put appropriate strategies in place to support the children.

What do we do to ensure a successful transition for:

Starting Nursery  

Children will start Nursery, providing there are places available, during the term after their second birthday. We will contact parents/carers in advance and notify you that there is a place available for your child. Usually, before the term starts we will visit you and your child at home to talk to you about your child and how you think we can best help them to feel happy when they begin to attend Nursery. Due to Coronavirus, this year, we will contact parents over the phone and arrange a meet the teacher consultation. Here we will complete necessary paperwork and discuss a settling in session and a one and a half hour stay and play session date and then a starting date. 

Once the term begins, we will admit children into Nursery. In most cases start with a one and half hour visit and then if required your child would have a gradual start. Most children settle into Nursery quickly and happily. However, if your child does not settle when you leave, we will always ring parents to collect them sooner and for this reason please ensure that we have up to date phone numbers.  

Transition to Reception Class

We have high percentage of Nursery pupils that get allocated a place into our Reception class. The teacher for Reception class will keep dropping into Nursery and spend time with the pupils who will be going through to Reception. Opportunities are planned where pupil go and spend time in Reception class with staff on afternoons in Summer 2. 

The families who do not attend our Nursery will be contacted by the EYFS Leader and will be asked to share the name of Nursery that their child attends. The EYFS Leader will contact the nurseries and arrange to visit them. Parents are invited to a welcome presentation in July before their child starts. Children are encouraged to come and spend time in their new classroom during this time. At this meeting they will be handed information about preparing their child and themselves for starting school. Meet the teacher consultations are held in September in school for all Reception parents/pupils. They will each be given a time slot where necessary paperwork will be completed, and information shared about the year ahead.  

In September, pupils have staggered start dates with new to school pupils attending first. Staff dedicate their time to settling these pupils into school smoothly. We plan for pupils to start on the day of their friends to allow for an enjoyable process. Observations are taking by staff and placed on Tapestry for parents to see how they are getting on and settling at school. 

Children who are moving up between EYFS and Year 1
  • Practitioners from FS2 and Year 1 collaborate to share information and good practice.
  • Year 1 teachers are given time to familiarise themselves with both the EYFS and the children in the phase before transition takes place.  Year 1 teachers are very knowledgeable about EYFS curriculum and have undertaken EYFS CPD.
  • FS Practitioners to share children’s data with Year 1 Practitioners and talk about the current cohort on a termly basis. This includes phonics trackers, EYFS termly assessment, observations and Children’s Characteristics of Effective Learning.
  • FS Practitioners to share analysis of data which will allow Year 1 staff to identify children who have not achieved the ELGs in areas identified by the school as a priority e.g.  phonics, reading and writing.
  • Curriculum provision in Year 1 to reflect both the needs of the children still working within EYFS and also those accessing National Curriculum, thus enabling practitioners to close the gaps in children’s learning and also challenge all learners.
  • Collaboratively, FS and Year 1 practitioners to identify potentially vulnerable children e.g. summer born children, bottom 20% and those with SEN/cause for concern.
  • FS staff to share folders, work and pertinent information about children with Year 1 staff.
  • FS teachers meet KS1 practitioners on a termly basis for in-house moderation.
  • EYFSP overviews and Development Matter overviews for all children are passed from Foundation Stage to Year 1 staff.
  • Parents and carers are given the opportunity to meet their child’s Year 1 teacher.
  • Timetable of transition for the Summer Term (term 2) to ensure that transition is not an event but a process which includes opportunities for children to become familiar with main school staff, routines and expectations.

Towards the end of the academic year in Reception, the following activities take place to ensure the transition from EYFS into Year 1 is as seamless as possible for all of our children.

Story time transitions. Year 1 Practitioners make regular visits to the Foundation Stage to read familiar stories. EYFS practitioners also take the Foundation Stage children to Year 1 classes to have a story in their soon to be learning environment.

Transition meetings for Parents/Carers. These are delivered in the hall or classroom areas and also involves a tour of KS1. Additional transition meetings are organised for children with learning difficulties if needed. Multi agencies may also be involved with this. Transition books unique to children’s specific needs are made for children who may need additional support with the transition process. These are shared with Parents/Carers, as well as EYFS/Year 1 Practitioners.

Children who join us with previously identified SEND needs

 When pupils, with an identified SEND need, start at Ryecroft Primary Academy the school follows a rigorous process to ensure that the child receives a smooth transition and that his/her needs are accurately identified and any necessary provision in in place before the child’s start date. The process for the admission of children with SEND needs is outlined below.  

Prior to the child’s start date, the SENCo will gather information about the child’s needs, current targets and provision required. The SENCo will speak to other professionals. This includes the SENCo at the previous school, if the child is transferring from another primary school, and also includes any external outside agencies that may be involved with the child.

The SENCo may also arrange a visit to see the child in their current setting, if appropriate. The SENCo also gathers information from the parents or carers regarding their child’s needs. In addition, the SENCo speaks to the child (if the child can communicate appropriately) in order to gain his/her views.   The SENCo will then use the information gathered to prepare for the child starting at school. This may include but is not limited to plans for a phased transition, risk assessments and personal evacuation plans. Once the SENCo has made any relevant arrangements, a start date will be agreed and shared.  

Before the child begins school, parents or carers and the child will have the opportunity to have an orientation of the site and to meet key members of staff. This is available to all new pupils. If a bespoke transition has been arranged, this may not take place in the usual way. Parents or carers will be invited to complete a questionnaire about their experience so far, in order for the leadership team to continuously evaluate the admission process.  

When the child has started at Ryecroft Primary Academy, follow up work by the SENCo begins. This involves the SENCo looking at the child’s work and having conversations with the child and the child’s class teacher. This is done within the first three weeks to quality assure the information that was gathered prior to the child’s start date.  

After the first six weeks, the SENCo will complete a review involving the child, parents/carers and the class teacher to ensure that the provision in place is meeting the child’s needs. The SENCo will also give parents the opportunity to gain support and advice about how to meet their child’s needs at home. This may include the parents or carers watching an intervention in school, with an approach that they can also do at home with their child, or it may include support from an external agency. Again, parents and carers will be invited to complete a parent questionnaire about their child’s first six weeks at Ryecroft Primary Academy. The child’s views about their experience so far will also be gathered through a child voice questionnaire, if accessible by the child.  

The child will then receive termly review meetings in line with the academy’s usual process for reviewing SEND pupil’s progress and provision

Children who are moving up into a new school year
  • In the penultimate week of the year each class will join their new class teacher on a daily basis to take part in a short activity session, such as reading a story, a PE activity etc.
  • Each class teacher during this week will receive medical, dietary, safeguarding and academic updates from the previous class teachers.
  • Whole school transition assembly to takes place.
  • Children move up to their new classes towards the end of the term. The time in their new class includes transition activities and some curriculum teaching.
Transition to Secondary School

Moving from primary school to secondary school is an exciting time of life, but for many children it can also be a daunting prospect. At Ryecroft we do everything we can to support children through this tricky time. 

High schools are invited to introduce themselves to children and special days are arranged in which our pupils can experience life in Year 7. They also have the opportunity to meet their teachers and even take part in lessons. We can signpost you to websites which will give you detailed information or put you in touch with leaders who can answer your questions. 

Parents are also helped with applications and if you have any concerns or problems with finding the best high school for your child, our Year 6 teacher Miss Kershaw and Head of Academy Miss Wrightson are here to help you.

  • Pastoral Leads from Feeder schools come into school and meet children on an individual basis. Each child is discussed with the class teacher.
  • Open nights for feeder schools are signposted and promoted to parents.
  • Children with SEND or Vulnerable children have a bespoke package of transition that may look different to the core offer.
  • Children attend secondary transition day.
  • Children take part in transition units offered by the secondary school and information is passed up if requested.

Click on the buttons below to see the most popular high schools with our parents: