At Ryecroft, we recognise the important role that transition plays in ensuring that children are able to deal with the changes that they experience as they move through the school. We consider all points of transition both into and out of the academy and put appropriate strategies in place to support the children.

What do we do to ensure a successful transition for:

Transition to Nursery

Children will start Nursery, providing there are places available, during the term after their third birthday. We will contact parents/carers in advance and notify you that there is a place available for your child. Usually, before the term starts we will visit you and your child at home to talk to you about your child and how you think we can best help them to feel happy when they begin to attend Nursery.

Transition to Reception

A high percentage of our Nursery pupils transition into our Reception class. Our Reception teacher, Miss Hargreaves, spends time in our Nursery and during Summer 2 our Nursery children have opportunities to spend time in Reception class. 

For the children who do not attend our Nursery, parents will be contacted by the EYFS Leader who will arrange to visit them in their setting. Parents are invited to a welcome presentation in July before their child starts where children are encouraged to come and spend time in their new classroom. At this meeting they will be handed information about preparing their child and themselves for starting school.

Children who are moving up from EYFS to Year 1

Towards the end of the academic year in Reception, the following activities take place to ensure the transition from EYFS into Year 1 is as seamless as possible for all of our children.

Story time transitions. Year 1 staff make regular visits to Reception to read familiar stories and Reception children spend time in the Year 1 class.

Children who join us with previously identified SEND needs

When pupils, with an identified SEND need, start at Ryecroft Primary Academy the school follows a rigorous process to ensure that the child receives a smooth transition and that his/her needs are accurately identified and any necessary provision in in place before the child’s start date. The process for the admission of children with SEND needs is outlined below.  

Prior to the child’s start date, the SENCo will gather information about the child’s needs, current targets and provision required. The SENCo will speak to other professionals. This includes the SENCo at the previous school, if the child is transferring from another primary school, and also includes any external outside agencies that may be involved with the child.

The SENCo may also arrange a visit to see the child in their current setting, if appropriate. The SENCo also gathers information from the parents or carers regarding their child’s needs. In addition, the SENCo speaks to the child (if the child can communicate appropriately) in order to gain his/her views.   The SENCo will then use the information gathered to prepare for the child starting at school. This may include but is not limited to plans for a phased transition, risk assessments and personal evacuation plans. Once the SENCo has made any relevant arrangements, a start date will be agreed and shared.  

Before the child begins school, parents or carers and the child will have the opportunity to have an orientation of the site and to meet key members of staff. This is available to all new pupils. If a bespoke transition has been arranged, this may not take place in the usual way.

When the child has started at Ryecroft Primary Academy, follow up work by the SENCo begins. This involves the SENCo looking at the child’s work and having conversations with the child and the child’s class teacher. This is done within the first three weeks to quality assure the information that was gathered prior to the child’s start date.  

After the first six weeks, the SENCo will complete a review involving the child, parents/carers and the class teacher to ensure that the provision in place is meeting the child’s needs. The SENCo will also give parents the opportunity to gain support and advice about how to meet their child’s needs at home. This may include the parents or carers watching an intervention in school, with an approach that they can also do at home with their child, or it may include support from an external agency.

The child will then receive termly review meetings in line with the academy’s usual process for reviewing SEND pupil’s progress and provision

Children who are moving up into a new school year

  • In the penultimate week of the year each class will join their new class teacher on a daily basis to take part in a short activity session, such as reading a story, a PE activity etc.
  • Whole school transition assembly to take place.
  • Children spend time in their new classes towards the end of the term. The time in their new class includes transition activities and some curriculum teaching.

Transition to Secondary School

Moving from primary school to secondary school is an exciting time of life, but for many children it can also be a daunting prospect. At Ryecroft we do everything we can to support children through this tricky time. 

High schools are invited to introduce themselves to children and special days are arranged in which our pupils can experience life in Year 7. They also have the opportunity to meet their teachers and even take part in lessons. We can signpost you to websites which will give you detailed information or put you in touch with leaders who can answer your questions. 

Parents are also helped with applications and if you have any concerns or problems with finding the best high school for your child, our Year 6 teacher Miss Kershaw and Head of Academy Miss Wrightson are here to help you.

  • Pastoral Leads from Feeder schools come into school and meet children on an individual basis. Each child is discussed with the class teacher.
  • Open nights for feeder schools are signposted and promoted to parents.
  • Children with SEND or Vulnerable children have a bespoke package of transition that may look different to the core offer.
  • Children attend secondary transition day.
  • Children take part in transition units offered by the secondary school and information is passed up if requested.

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