Early Years and Childcare Advisory Service
Transition Document - Guidance
This Transition Document is designed to be used by all those working with children in the Early
Years Foundation Stage; PVI settings, Schools, Childminders, Children’s Centre’s, Family
Support Workers and Portage at the point of a child’s transition.
Its aim is to ensure that there is a consistent approach to how information is shared between
settings at the point of transition. Underpinning this document is all the good practice
currently happening, including face to face meetings, telephone conversations, shared visits
to settings and meetings with parents.
It can be used for any age of child from birth to five when they move from one setting to
another or by a Family Support Worker or a Portage Worker if they have regular contact with
a child and their family prior to starting in a setting.
It is intended to be a summary document best detailing all relevant information pertaining to
that child before their point of transition. All information used to compile this document will
come from a variety of different sources and can include:
 Key Person information (it is suggested that their current Key Person completes the
document)
 Information from within their Learning Diary
 Observations
 Photographs
 Conversations with the child
 Information from the parent/carer (please ensure that this form is shared appropriately
with them at a convenient time and their permission has been sought)
 Information from outside agencies
Most importantly the document needs to give a holistic picture of the child, reflecting all their
unique and individual qualities giving their next practitioner all the information they need to
ensure that the child settles comfortably and with minimal stress into their new setting.
Please ensure that the document is completed and sent to the receiving setting, where possible, at
least two weeks prior to the child starting (before the summer holidays for schools)
Early Years and Childcare Advisory Service
Transition Document - Guidance
Name of child:
Known as:
Date of birth:
Name of parent/carer:
Contact number:
Language spoken at home:
Age in months:
Current setting:
Contact number:
Key person:
Sessions per week (am/pm/full day):
Other settings attended:
Contact number:
Any additional needs/information – see page 4
Yes 
No 
A Unique Child - ‘Every child is a unique child who is constantly learning and can be resilient,
capable, confident and self assured’
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What are the child’s likes and dislikes?
Note the activities that calm or sooth the child or that may cause distress and need prewarnings or avoiding.
Comment on their emotional wellbeing, self esteem and confidence
Note if the child is supported by a Thrive Action Plan and attach the current activities
Note the strategies that are employed to support the child’s self confidence and
independence.
Is the child more confident talking with certain people or in certain settings ?
Make reference to strategies which support them during specific times e.g. ‘When starting at
Nursery each morning Thomas likes to watch the other children play from his favourite spot by
the book area.’
Note a range of strategies and skills that practitioners will need to employ to support the child
during each session eg: adaptations to the planning or curriculum; specific resources or toys
that offer security or help mark routines; Makaton signing, BSL; picture supports and/or using
the Picture Communication Exchange System; Thrive strategies; language support;
Comment on their independence and self help skills e.g. toileting, how they manage at meal
times etc
Note any specific approaches towards independence eg intimate care plans; any
adaptations to the environment; specialised equipment needed and the therapists involved in
supporting this.
Share any Medical Protocols or Health Care Plans devised by specialist nursing teams or
parents,
Ref: The Right to Go – A guide to helping Early Years Settings and schools manage continence
ERIC
The child’s family lifestyle ,faith, beliefs or culture e.g. ‘Every Saturday Simon goes to watch his
Dad play football and loves sharing this experiences with his key person when he is next in the
setting’
Note any specific signs, symbols or language that the child is using that is particular to their
cultural background or faith
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Make reference to any groups or clubs which they attend e.g. swimming, dance, stay and
play.
Note any specialist groups that the child may need to attend within their school week to
support their developmental needs eg therapy appointments; gymnastic clubs; medical
appointments; Child Development Centre assessment nursery sessions; Play therapy or Art
Therapy
If the child has a specific diagnosis, with the family’s permission, share published
information and sign post practitioners to key ‘quality assured’ websites that you have
found helpful. This will help inform practitioners and enable them to have a better
understanding of the child’s condition.
The Child’s Keyperson, with the parent, could write a ‘This is Me’ booklet about the child ready
to share with the new practitioners.
Positive Relationships - ‘Children learn to be strong and independent through positive relationships’
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Note down who the child lives with, family make-up and any other significant people in the
their lives and the attachments that they have (include what they call these people e.g.
Gangga for Grandma)
Siblings and their relationship to them.
Develop a photo book of important people in the child’s life to share with practitioners. This
will support them with communicating with the child.
Comment on how the child interacts with their peers and the friendships they have formed.
Note ways of communicating and types of play that help include the child with their peers.
Make a note of child’s play skills. Note the level of adult support needed to facilitate social
interaction and how this is done.
Make reference to any particular attachments that they have, both in and out of the setting.
Arrange a specific time to share good practice with the practitioner who knows the child best
both in the familiar context and in the new setting.
Does the child have a specific transitional object(s) from home to reassure them?
Comment on their social interactions and how they feel best supported e.g. small groups,
large groups, alongside adult/key person or 1:1.
Enabling Environments - ‘Children learn and develop well in an enabling environment, in which their
experiences respond to their individual needs and there is a strong partnership between practitioners
and parents/carers’
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Comment on how the child engages within their learning environment and preferences in
their learning style e.g. indoors/outdoors
Share the last term’s Individual Learning and Development Plans, therapy targets, Portage
Home Visiting targets, Thrive Action Plans etc, so that practitioners can see the current focus of
support.
What areas of the continuous provision do they enjoy most and or need additional support in?
e.g. Jessica loves playing in the role play area and will spend a sustained period of time
recreating tea parties and trips to a restaurant. She requires additional support from her Key
Person when accessing the slide and climbing frame when in the garden.
Favourite resources and equipment
Note the child’s motivators and/or specific skills and interests.
Note the child’s ‘hot spot’ areas and activities / times of day. Share the strategies you use to
achieve success.
How do they mange the routines within the setting, including changes and times of transition?
Note what is needed to support warnings of change, visual cues; specific language to use;
body language; frequency etc
Suggest making a photo book of the new setting to support the child with developing a
familiarity of their new play and learning areas and staff members.
Make references to changes and modifications to the learning environment that support their
individual needs.
Note any specific involvement from Sensory Teams or physiotherapists/occupational therapists
to support you with enhancing the learning environment for the child.
Note helpful documents to support this eg Supporting the achievement of deaf children in
Early Years Settings - NDCS
Share specific teaching and learning approaches that have been helpful for the child eg
TEACCH; Total Communication Environment
Note if the child has a specific learning profile and the guidance to support with this eg Downs
Syndrome Ref: Primary Education Support Pack – Downs Syndrome Association
Learning and Development - ‘Children develop and learn in different ways and this is supported
through the characteristics of effective learning which underpin the prime and specific areas of
learning’
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Use this section to comment on how the child engages with their learning, making specific
reference to the Characteristics of Effective Learning. You do not need to reference all areas
of Learning and Development (as these are contained within My Learning and Development)
but pay regard to particular areas of strength and fascination or areas where they experience
more challenge.
Comment on:
What type of play does the child engage in e.g. Sensorimotor play; constructive play; early
pretend play; representational play?
 Is the play repetitive?
 Can the child initiate play and/or join others at play successfully?
 What are your current play targets for the child and how do you support the child to engage
in play?
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Will the child stay with what is familiar or are they prepared to attempt ‘new’ play experiences
Does the child need you to mirror, model or demonstrate play and language to engage
them?
Comment on explicit interests, skills or schemas that they have been displaying.
The child’s ability to concentrate on adult led activities and child led activities
How do you engage and sustain the child’s attention?
The child’s level of motivation and persistence when faced with difficulties
Does the child know how to seek appropriate help in terms of materials, tools and other
people?
Do activities need to be differentiated in order for the child to engage, if so how are they
adapted?
Does the child need plenty of opportunities to revisit new experiences in order to establish new
skills?
Does the child relate to past or future events or is much of what they communicate about in
the ‘here and now’?
Can the child tell you or show you their way of doing things?
Does the child link their own experiences with their play and learning and how?
Does the child explore ways of solving problems e.g. Trial and error?
Can the child make a choice and how do you help them to do this?
Consider any of the above which may be appropriate to the child.
This document sits alongside the child’s ‘My Learning and Development’ which contains
more detail on their learning and development. Please ensure it is sent as part of the transition
process.
Parent/Carer comment – Please use this opportunity to inform us about your hopes for your child and
any additional information you feel their new setting/school needs to know
Encourage the parent to list any concerns they may have about their child starting school – typical
things that come up are:
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Safety and security issues if the child tends to run off or is unaware of dangers
Tiredness
Health and attendance
Attending meetings and being included in up dates and target setting
Developing a relationship with whoever will be supporting the child
Transition visits
Full time school or part-time attendance
Additional comments – (Key person, manager, SENCo)
Use this box for any further information that you feel the receiving setting needs to know. This could
be linked to any specific moments in time e.g. ‘Sarah broke her right leg when she was two, this
sometimes impacts on her ability to sit for sustained periods of time’ or general comments about their
needs e.g. ‘Rebecca always has to have an adult present when she is descending any stairs to
support her in feeling safe and secure’
Please complete the following to support the transition of children with an additional need:
Allergies or dietary requirements:
Medical condition:
Medication:
Please attach any relevant information that will help support the child’s transition – ILDP’s, individual
targets, ‘This is Me’ booklet, thrive Action Plan
Early Years Action / Action Plus / Statement of SEN (circle as appropriate)
Has the child been in receipt of any additional funding?
Has a CAF been completed?
Yes 
Yes 
No  (if yes please specify)
No 
Lead professional:
Level on Child’s Journey (if appropriate):
1
Is the child subject to a child protection plan?
2
3
Yes 
4
No 
Social worker:
Other professionals involved
GP
Health Visitor
Speech and Language Therapist
Name
Contact number
Portage
Inclusion Consultant
Family Support Worker
Torbay Children’s Centre’s
Social Worker
Educational Psychologist
Paediatrician
Physiotherapist
Occupational Therapist
Other
Parent/Carer declaration: ‘I agree for the information contained within this form to be shared with
relevant professionals, including any safeguarding concerns, in order to enable appropriate support
for my child at points of transition and beyond’
Parent/Carer signature
Date: