Transition Plan for Year 3s 2014/ 2015 –information for parent/carers
CHESSWOOD – LYNDHURST- SPRINGFIELD TRANSITION ACTION PLAN
Action Plan Rationale
This action plan has been developed to support and facilitate smooth transition into the next phase of schooling. This will cover KS1 to KS2 transition in line
with Worthing school reorganisation. The anticipated impact of the planned actions will be to alleviate any worry or concern that may be present for some
children and parent/carers and to reduce or prevent any dip in academic performance. This will be achieved through close liaison and information sharing
between school staff (Lyndhurst and Chesswood) and planned familiarisation opportunities for both children and parents. This Action Plan was written with
Chesswood, Springfield and Lyndhurst staff.
Action Plan for Y3 to Y4 Intakes September 2015
w/b 13.10.2014 ‘Survey Monkey’ questions on transition for parents determined
and confirmed through joint liaison between Lyndhurst,
Springfield and Chesswood.

Agreed Survey questions determined that would allow parental
thoughts and concerns to be accurately collected.
w/b 20.10.2014 Transition survey issued to parents of children in Yr. 3.

Parental views collected.
12.11.2014
Transition group meeting at Lyndhurst (Senior leadership
teams). Agenda to be determined.

Progress on action plan reviewed and further required actions
planned in detail.
Parent survey to analysed and key issues determined in
preparation for parent meetings.

Key parental concerns identified and addressed at parent
meetings.
Additional actions planned for transition as required.
Parents provided with clear information about the transition
process and Chesswood routines and practice. Issues identified
in Parent questionnaire to be addressed. Children and parents
spend an introductory period with new class teacher.
Anxiety reduced for children through positive learning
experiences in the Chesswood environment.
9.30 - 12.00
14.11.2014
19.11.2014
Open day and new parents evening meeting for parents of Yr. 3
children.
November
TBC
Transition ‘taster’ week for Yr. 3 children. Format and
organisation to be planned by the liaison group.
w/b 02.02.2014
Survey questions on transition for children determined and
confirmed through joint liaison between Lyndhurst, Springfield




Agreed child friendly survey questions determined that would
allow child views and concerns with regard to transition to
and Chesswood.
Chesswood to be accurately collected.
12.02.2015
Pupil transition survey for Yr. 3 children sent home.

Child views collected.
03.03.2015
Transition group meeting at Springfield. Agenda to be
determined.

Progress on action plan reviewed and further required actions
planned in detail.
Spring term
TBC
Chesswood Deputy Heads to create a Chesswood welcome
leaflet for children.

Familiarisation process enhanced as Year 3 children have their
own personal reference document to provide information about
Chesswood.
May TBC
Year 6 children at Chesswood to write letters to Year 3 children
at Lyndhurst and Springfield informing them about Chesswood
and inviting them to respond by thinking about any questions or
concerns that they would like answered or addressed. Letters
distributed to Lyndhurst and Springfield. Year 3 teachers plan
method of response.

Child friendly contact made which will facilitate response.
20.05.2015
Transition group meeting at Chesswood. Agenda to be
determined.

Progress on action plan reviewed and further required actions
planned in detail.
June TBC
Chesswood DHT to visit Lyndhurst and Springfield to meet the
children and to discuss the new intake in detail with class
teachers. Year 2 and Year 3 to be done in separate visits.

June & July
Chesswood SENCo liaison meetings with feeder school
SENCos.

First School children are familiar with a member Chesswood
leadership team.
Key information is obtained on individual children and balanced
Year 4 classes are created.
Clear information sharing allows for transition provision to be
clearly planned.
June & July
Children who might benefit from a pupil mentor/’buddy’
identified. Initial contact to be made on transfer day.

Exact number of children determined to allow ‘buddy’
arrangements to be finalised.
June
‘Worry Box’ to be established in first school classrooms. These
will be passed on to Chesswood.

Individual pupil concerns are identified and addressed.
Joint maths and writing projects planned across the 3 schools.
These themes will be also undertaken at the beginning of new
term at Chesswood in order to facilitate a coherent and

Children perform at anticipated levels in core areas when
starting at Chesswood through the continuation of familiar
themes.
TBC
Summer term
TBC

confident start in core subjects. Any required books determined
and provided for First Schools.
June & July
TBC
Vulnerable children additional visits.

Anxiety is reduced for vulnerable children through increased
familiarity with Chesswood building, routines and staff.
June & July
TBC
Chesswood SLT to join Lyndhurst and Springfield staff on gate
duty in order to build relationships and be available for parent
questions.

Reduced parental anxiety due to availability of and
familiarisation with Chesswood staff.
July TBC
Open day. Induction evening and parents meeting for new Year
3 intake.

July TBC
Year 3 transition day. Children fully immersed in routine of
Chesswood school day and classroom.

Parents provided with clear information about the transition
process and Chesswood routines and practice. Children and
parents spend an introductory period with new class teacher.
Children feel confident about transition in July or September (to
be determined).
July TBC
Chesswood staff to visit new intake children in their own
classroom environment.

Chesswood staff gain valuable insight into new intake in context.
July TBC
Yr. 3 children undertake planned maths and writing projects.

July TBC
Data and information transferred to Chesswood.

Performance in core areas is maintained through continuity of a
familiar theme.
Data used for provision planning.
September First day of
term.
‘Buddy’s’ to make contact with their identified children on the
first day and ensure regular contact over the first half term.
Further need will be reviewed at this point.

Vulnerable children receive fuller support to ease transition
anxiety.
September
Yr. 4 children undertake planned maths and writing projects at
Chesswood as part of planned continuity.

(As above).
October TBC
Liaison between Chesswood, Lyndhurst and Springfield
teachers with regard to the transition and progress of the new
intake. Format to be determined.

Chesswood teachers have confirmation of whether expected
performance matches expectations, or whether these are not
being met or are being exceeded.