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Transition Policy

Aims for Policy

We want our children to experience a smooth transition throughout their learning, so that the pace and quality of learning are maintained to ensure that children continue to make the very best progress. This policy addresses key issues including planning and assessment as well as classroom organisation and teaching styles.

Equal Opportunities and Inclusion

The children and parents are actively involved in the process and their perceptions about transition are explored and valued.

Measures are taken to ensure pupils with learning or access difficulties experience a similar ease of transfer as other pupils.

Principles That Underpin the Policy

  • Approaches to teaching and learning are consistent at the point of transition
  • Planning is based upon assessment information from the previous class / setting
  • Styles of teaching and learning meet the needs of the children and not pre-conceived notions of what is appropriate for the next stage
  • Children are able to enjoy new approaches at transition
  • Transition motivates and challenges children

Continuity of Teaching and Learning

At Dunipace Primary School, we use the following processes:

Transition from Pre-School to the Early Stages:

  • Head teacher meets with each parent individually at enrolment in January prior to August start.
  • Discussions occur between Dunipace teachers at each stage and Support for Learning Teacher, where appropriate.
  • Individual tours offered to all incoming parents and children.
  • Head teacher holds a meeting with all new Primary One parents in June to explain induction procedures. The procedures which are in place to allow parents to meet with the Primary 1 teacher and office staff are highlighted to ensure a smooth transition from nursery where parents meet staff every day and exchange information about children in an informal approach.
  • Parents receive an ‘information pack’ with information about the school.
  • Prospective primary 1 children visit their class for two sessions during the term before they start, to become familiar with their new school and setting or move from nursery class.
  • Children start mornings only at the beginning of the August term.
  • All prospective primary 1 children to complete the “All about Me” transition booklet.
  • An assessment record is completed within the first few weeks of entry to Primary 1. This will highlight the needs for any early intervention.
  • A meeting for parents during the Autumn Term is arranged to explain the teaching of Active Literacy and Numeracy.
  • Nursery children will have a lunch time experience with their parents.
  • In June nursery children will have a meet the teacher opportunity, where children will spend an hour in their new Primary 1 class with the Primary 1 teacher.
  • Cluster transition meetings to promote opportunities to support nursery children take place.

Transition from the Primary 1 to Primary 2

The P2 curriculum builds on and extends the experiences children have had during the P1 stage where a kinaesthetic approach to teaching and learning is maintained and built upon to offer a creative hand on method of teaching and active learning.

The P2 classroom aims to reflect a similar approach to the P1 classroom as it exhibits areas of learning available to the children e.g. role-play, art and creativity, music, ICT, reading and quiet areas.

We continue to develop the independent learning skills established in the P1.

Before the children move from the P1 to P2:

Teaching staff meet to discuss the children’s progress. Primary 1 teachers inform the Primary 2 teachers of the child’s level of ability, additional educational needs and any other information relevant to the well being and development of the child

Information passed onto P2 teachers includes:

  • Knowledge of sight words
  • Knowledge of letters and sounds (stages)
  • Reading ability
  • Writing – profile level
  • Pastoral/Health and Wellbeing

Transition in subsequent years throughout the school

  • Whole school sharing assembly.
  • Children encouraged to share good work with school on good work board.
  • Teachers meet in summer term to discuss individual children.
  • All children visit new classes and work alongside new teachers on Transition Day in the summer term.
  • Annual tracking of children’s progress through Interim and Key Stage Spelling and Reading assessments. Data informs next teacher of targets for the following year.
  • Throughout the year, there are shared assemblies, buddy reading systems, PE and project based opportunities where children throughout the school mix together to enable them to get to know other teachers and staff and each other.
  • Teachers meet to discuss individual children’s progress as they move from class to class.
  • ‘Early intervention’ policy for children with additional support needs.
  • Targets in Reading, Writing and Numeracy are continued over from June to August.
  • Writing folders move with children to provide evidence of previous years’ progress and targets.
  • Learning logs are passed on.
  • Transfer of records: IEP’s, Assessment information, Profile folder (incl. parent consultation forms), Literacy record of Achievement, Ability groupings for literacy and mathematics.

In Primary 7

  • High School teachers from DHS visit P7 children to meet the children and discuss their thoughts and concerns ahead of transfer (other receiving schools are welcomed)
  • Formal meeting between the P7 teachers and the 1st year teacher representative for the receiving secondary school.
  • P7 teachers liaise with 1st year teacher from DHS to create a profile of assessment data and transition needs for each child.
  • Identified children (e.g. SEN) receive additional support before and after transition.
  • Transfer of records to secondary school.
  • Two Parents’ evening held annually with representatives and presentation from DHS.
  • P7 children attend their prospective secondary school for a 2 day Transition sessions during the summer term.
  • P7 children attend a Science and Modern Languages day to familiarise themselves with school and staff.
  • Children may be identified as benefitting from a High School ‘buddy’ to help them transfer to secondary.
  • Involvement of Locality, where appropriate.
  • Offer of Summer school.