At Mersey, 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.
Children who are new to our EYFS
Children who are new to our EYFS will be able to visit the setting before they are due to start with their parents, to meet the staff and become familiar with the setting.
All new children will receive a home visit from two members of staff, so they can meet staff in a familiar setting to them.
All new children will receive a book bag with nursery rhymes and traditional tales to share at home.
Children who are moving from EYFS to Year 1
Practitioners from EYFS 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 the EYFS curriculum and have experience of teaching in the EYFS.
EYFS Practitioners share children’s data with Year 1 staff and discuss the current cohort on a termly basis. This includes phonics trackers, EYFS termly assessment, observations and children’s characteristics of effective learning.
EYFS Practitioners share analysis of data which allows Year 1 staff to identify children who have not achieved the early learning goals (ELG) in areas identified by the school as a priority ( phonics, reading and writing).
EYFS and Year 1 staff work together to identify potentially vulnerable children ( summer born, lowest 20%)
Towards the end of the academic year, Reception children take part in transitions such as story times, playtime on the big playground and transition day, where they spend the full day with their new teacher following Year 1 routines.
Children who join us with previously identified SEND needs
When pupils with an identified SEND need, start at Mersey Primary Academy, the school follows a rigorous process to ensure the child receives a smooth transition, that their needs are accurately identified and any necessary provision is 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 arrange a visit to see the child in their current setting, if appropriate. The SENCO also gathers information from the parents/ carers regarding their child’s needs. In addition, the SENCO speaks to the child (if this is possible) in order to gain their views. The SENCO will then use the information gathered to prepare for the child starting 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/ 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.
When the child has begun attending the academy, follow up work by the SENCO begins. This involves the SENCO working with the child and the class teacher. This is done within the first half term of the child attending, to quality assure the previous information given. This will be fed back to the child’s parents/ carers.
The child will then receive termly review meetings in line with the academy’s usual process for revieing SEND provision.
Children who are moving up into a new school year
At the end of the academic year, children will spend a transition day with their new class. This will give them a taster of the routines associated with a particular year group.
Children who are identified as having SEND will receive additional time in their new classes and will be given social stories to support them with their transition.
Children who are moving to Secondary education
At Mersey Primary Academy we work closely with our local secondary schools to ensure that the transition between primary and secondary is as smooth as possible.
Our children, when in Year 5, attend a taster day at Malet Lambert, prior to them making their secondary choices.
Once the children have had their secondary schools allocated, we work closely with the schools to ensure that children and parents are fully aware of everything linked to their move to secondary school. This includes a number of visits by key staff to the academy and a transition week for the children to visit their chosen secondary school.