Mildmay Junior School
Transition Policy
Headteacher: Mr. C. Jones
Deputy Headteacher: Miss J. Tuttlebury
Chair of Governors: Mrs. S. Ioannou
Mildmay Junior School 2014
Transition Policy
Date of policy: 16/05/14
Date of review: 15/03/16
Senior staff member responsible: Mr Ceri Jones (HT).
This policy was formulated through drafting by Headteacher then discussed
and agreed by the Senior Leadership team and Chair of Governors.
Aims/Purpose
All staff at both Mildmay Infant School and Mildmay Junior School realise that for many
parents the transition from Infant to Junior can be a stressful time. This policy has been
written to support the schools, parents and most importantly the children as they embark
upon the next milestone in their lives. The aim of this policy is to ensure that pupils from
Mildmay Infant school are able to move as successfully as possible and are welcomed into a
secure, safe, caring environment which is Mildmay Junior School and to improve continuity
and progression from Mildmay Infant School through the school and into Key Stage 3,
ensuring that each child feels confident and secure within the class and whole school
environment and thus is able to develop positive relationships.
Mildmay Junior School is an inclusive school where children can reach their full potential as
learners and young people. The school recognises and builds upon the firm foundations of
the Education that the young children arriving have already received in their previous Infant
School and therefore will endeavour to ensure a continuation of standards.
Defining the Terms
In this policy, ‘TRANSITION’ describes the movement that takes place from one familiar
setting (including the home) to another. It is defined as the process where policy and
practice has been adapted to support children in settling in to their new learning
environment in preparation for future learning and development.
Mildmay Junior School’s Transition Policy will endeavour to
• promote continuity and progression in learning across the curriculum
• ensure that the skills, knowledge and understanding gained are built on and
developed
• help to raise standards
• increase pupils’ confidence and self-esteem
• improve motivation and commitment
• encourage partnership between schools and other providers at transition
• enable teachers and support staff across the school to learn from each other and to
improve continuity in teaching and learning
• improve consistency in assessment and tracking of pupils
• evaluate impact on standards
The Transition Process
The following actions will occur in order to ensure that all children have a smooth transition
to and from Mildmay Junior School:
Transition between Key Stage 1 & 2
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The Head teachers of the Infant and Junior schools will meet on a regular basis to
discuss concerns around children, parents and families that are relevant to the
child’s education.
The Head of Mildmay Junior School will attend parents’ evenings and assemblies at
the feeder school to establish a relationship with parents and children
The older children from the junior school will visit the Infant school and talk to the
children about the different activities that they will be able to get involved in
Open evening in the first term to discuss any issues
Individual meetings in the first half term on request from parents or staff
A Teachers meeting will be held in September for parents to visit new classes and
teachers
Teacher handover meetings focusing on:
*assessment data
*curriculum
*social and personal development
Opportunities for work to be shared across phases
Aspects of teaching and learning shared across phases
Information provided to parents about the curriculum through workshops
Curriculum liaison between phases
Liaison of learning needs and planning of intervention programmes
Individual Education Plans are reviewed termly which allows for settling in time
before target reviews
Year 2 children transition days.
Social stories and additional classroom visits for vulnerable children or those with
special educational needs
Cross year group peer lesson observations
Moderation of work to agree levels of attainment
Classes will be drawn up between Mildmay Junior and Mildmay Infant school.
The Senco and Teacher of the Deaf from Mildmay Junior School will meet with the
Senco and Teacher of the Deaf, class teachers and parents to ensure that the needs
of SEN and Hearing Impaired children will be met and there is continuity of progress.
Year 3 teachers will visit relevant feeder school to spend some time with the children
and observe achievement. The staff will observe the children being independent and
working alongside others. All children’s records and data will be handed to the junior
school.
Liaison will ensure that all planning will be based upon assessment from the previous
school and any independent work set by the junior school. Details of the children’s
Key Stage 1 results will be distributed to the junior school by the end of the summer
term. Children’s academic files and data will also be shared so that staff can ensure
continuity in September.
Parents will be invited to various events throughout the school year.
Parents who have concerns will be encouraged to meet with all relevant staff to
ensure that concerns/issues are dealt with. The staff at both schools may feel that
specific children require more transition support and this will be arranged.
Transition in subsequent years throughout the school
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Weekly whole school sharing assembly.
Children encouraged to share good work with teacher of ‘next class’.
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 Formal testing Key Stage SATs
assessments and teacher assessments. Data informs next teacher of targets for the
following year.
Throughout the year, there are a range of activities 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 Hearing Impaired and SEN children.
Targets in reading, Writing and numeracy are continued over from July to September
Examples of learning and written work will move with children to provide
evidence of previous years’ progress and targets
Transfer of records: IEP’s, Assessment records, Pupil folder, etc.
Children Joining from Y3 to Y6
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Individual tours offered to all incoming parents and children, time for the child to
stay with the current class is also offered to help get the acquainted with their
new surroundings.
Parents receive a ‘Prospectus and Key policies document’ with information about the
school
New children assessed quickly by class teacher and/or SENCO
A ‘buddy’ identified to help the new child to integrate
Records from previous school made available to class teacher and SENCO (Teacher of
the Deaf if appropriate).
Y6 to Y7
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Teachers from Secondary Schools visit to provide lessons and assemblies in
specific subjects (e.g. PE)
Formal meeting between the Year 6 teacher and the Year 7 tutor of receiving
secondary school.
Year 6 teacher completes 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
Parents evening held annually with representatives and presentation from
Secondary schools
Y6 children attend their prospective secondary school for a Transition Day
during the summer term
Y6 children engage in transition units in literacy and numeracy in association
with secondary school
Specialist sessions take place at Moulsham High School for Years 5 and 6 children
Equal Opportunities
We recognise that for some children e.g. special educational needs, looked after children,
English as an additional language, Hearing Impaired, etc, transition may be a stressful period
of time that can affect their progress. Hence we will ensure to identify those requiring
special attention/support, what ever their race/colour/gender/beliefs, at an early stage and
the receiving teacher made aware of this.
Responsibilities
The Governing Body and Headteacher will ensure that the policy and related procedures
and strategies are implemented.
The Headteacher will ensure that all staff are aware of their responsibilities under the
policy.
Monitoring and Review
This policy will be regularly monitored and reviewed to ensure that it does not disadvantage
particular sections of the community.
The effectiveness of the policy will be evaluated annually by the member of staff
responsible for equal opportunities.