Transition Policy
Mission Statement
In Holy Family Catholic Primary School we believe our mission is
to build a community based upon the love of God, and love for one another
to encourage respect for everyone and everything.
to ensure that everyone matters and is listened to.
Aims
 To ensure children feel secure in their new environment.
 To provide the new teacher with all relevant information regarding the children.
 To provide the best environment for continuity of learning to take place.
Documents
Reports (Pink folders)
Records of Achievements – including examples of Literacy, Numeracy and Science
Assessment folder – An example of writing, Maths key objectives, QCA assessments
for foundation subjects
Reading records
Key Words (reading and spelling)
SEN folder
Groups
Phonics Phase
Transition Meetings
Time will be provided for staff to talk to other staff about the children, especially
their interests, attitudes to learning and relationships with others.
The children will experience at least a session in their new classroom with their new
teacher to familiarise them with new surroundings and routine. There will be time
for children to express any anxieties.
Parents
Parents will be informed of their child’s class arrangements and teacher for the
coming year in July. They are welcome to arrange a meeting to discuss any issues.
They will be updated on any changes to the curriculum.
SEN
The present teacher will ensure all information about children who have specific
needs is passed on. Support staff who work with individual children will work with
the new class teacher to deal with specific needs. Children who may find transition
difficult will be identified and supported as needed.
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School Life
As we have an open plan school the children are used to moving around different
parts of the school. Shared activities including book buddies, white board use, craft
activities etc throughout the year enable children to visit and become familiar with
other classrooms.
Transfer to other schools midway through the key stage
If a child moves to another school midway or at the end of a year a portfolio of the
child is sent to their new school. This contains copies of their reports, last statutory
assessment results, any optional test data, completed transfer documents and any
medical issues.
Specific Transition
Nursery to Reception
 Regular contact – Nursery children visit school, reception class visit nursery,
teacher and assistant visit nursery.
 Three induction sessions for nursery children in the reception classroom.
 Meeting with parents.
 Transition meeting to discuss development matters, interests, attitudes to
learning and relationships with others.
 For the first couple of weeks in September the children come in on a staggered
start to enable the staff to settle them.
 The children go first for lunch and staff stay until they are settled.
 We attend assemblies when the children are ready.
 The curriculum is child initiated at first as in Nursery.
 We have an informal start to the day – parents are welcome to settle their
children for the first half term.
 We greet them at the door and they self register like Nursery (first half term).
 Early on in the term we go for walks around school becoming familiar with the
environment and meeting other staff members.
Reception to Year 1
 Children spend at least a session in their new classroom.
 Transition meeting to discuss ELG’s, interests, attitudes to learning and
relationships with others.
 Due to the open plan setting the children regularly visit their new class for shared
activities.
 Reception teacher talks to children about hopes and anxieties regarding the
move.
 Year 1 teacher continues with reception class routine for the first half term/term
depending on the needs of the children.
Year 2 to 3
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 Children spend an afternoon in their new classroom.
 Regular visits to the department, ICT suite etc in the summer term.
 Transition meeting to discuss SATs scores, interests, attitudes to learning and
relationships with others.
 Year 2 teacher talks to children about hopes and anxieties regarding the move.
 Year 3 teacher introduces rules and routines that differ from KS1
Year 6 to 7
We have built up excellent relationships with our main feeder school, Our Lady’s
High School and through this have enabled an excellent system of pupil
transfer/records.
 Head of year 7 visits year 6 in September to begin the liaison process. The head
of year discusses school life, curriculum and expectations.
 A reading challenge card is issued to be worked on during year 6.
 A series of ICT lessons at Our Lady’s is arranged.
 The school chaplain arranges ‘a day with a difference’ at Lent and Easter for
personal reflection.
 Children spend a taster half day at their high school during the summer term.
 Year 6 teacher works with the class on a folder produced by Our Lady’s to
introduce their new school.
 Numeracy and Literacy transition units are taught in the summer term.
 Year 6 teacher completes a transfer document with test results, a sample of
writing and a personal profile of each pupil.
 Review and moderation meetings are arranged for primary and secondary staff
to ensure a consistency of curricular record.
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