At Brookfield Community Primary School, we demonstrate a highly effective, well-structured, and inclusive approach to transition and induction within the Early Years Foundation Stage. The process is carefully designed to prioritise children’s emotional wellbeing, build strong relationships, and ensure a confident and successful start to school, fully aligning with the principles of the Early Years Foundation Stage (EYFS) statutory framework.

Transition Opportunities for Children into Reception

We provide a comprehensive and graduated transition programme that supports both children and their families. This includes:

• Home Visits
• Teddy Bears Picnic
• Stay and Play sessions
• Nursery Visit

We provide children with multiple resources that will support their transition into EYFS at Brookfield. This includes:

• Personalised 'Child's Name starts school'- a social story based on your child's first day at school
• Personalised Name Boards- tracing, ordering and writing opportunities 
• 'All About Me' booklet
• '3 Things About Me' bag- for our first show and tell session
• Jitter Glitter packs- a poem and some sequins to settle any nerves the night before starting big school 
• 'All About Miss Hodgson' one page profile
• Brookfield teddy bear with personalised logo
• Personalised letter from each child's Gardener

We provide parents with items and opportunities that will support the transition period. This includes:

• School Prospectus- updated each year
• Meet the Teacher session
• Induction session
• Teddy Bear's Picnic
• First Day at School Parent Pack- a goodie bag to help with that first big moment of seeing your child walk into 'big school' for their very first time!

Meeting the Needs of All Children

The transition process is highly inclusive and tailored to meet the needs of all learners. It begins in the child’s most familiar and secure environment—the home—where initial relationships are formed with both children and parents. This foundation is gradually built upon through multiple visits and interactions, enabling children to feel increasingly confident within the school environment. By the final stage of transition, children can attend independently, having already established trusting relationships with staff. This personalised and relationship-led approach ensures that every child’s emotional and developmental needs are carefully supported.

Supporting Transitions Throughout the Day

Daily transitions are effectively supported through consistent routines, clear expectations, and well-established strategies. During the transition period, children are introduced to structured routines and high behavioural expectations, which are reinforced consistently by all staff.

Techniques such as countdown cues (e.g. “1, 2, 3, eyes on me”), use of fingers to signal actions, and engaging strategies like “secret passwords” for routines (e.g. lunchtime) support smooth and positive transitions.

Visual supports, including visual timetables and now-and-next boards, help children understand and anticipate changes throughout the day. The provision of a transition shelter between indoor and outdoor environments further supports seamless movement and continuity in learning.

Transition to the Next Phase of Education

Preparation for transition beyond Reception is carefully planned and embedded within the provision. During the summer term, particularly in the final half term, the environment and routines begin to reflect those of Key Stage 1.

The classroom is adapted to mirror a Year 1 setting, and a more formal approach to learning is gradually introduced. This ensures that children are well-prepared for the expectations of the next stage while maintaining a supportive and developmentally appropriate approach.