The transition from Foundation Stage to Key Stage 1

The introduction of the Foundation Stage means that there is a transition point for pupils as they move from this Stage to Key Stage 1. As children move into Year 1 they are likely to experience a more explicit structure to teaching and learning, with higher expectations in relation to aspects such as levels of independence, time spent on a single activity, sustained listening and concentration and time spent in their seat. For many children this is a natural progression that they will adapt to very well but for some, including many with AEN, this change will prove very difficult, particularly where they do not have the necessary underlying skills to reach these expectations. The results can be the emergence of behavioral difficulties or a range of other problems such as withdrawal, lack of motivation, lack of confidence, increasing anxiety and school refusal. Careful consideration will therefore need to be given to the Foundation Stage to Key Stage 1 transition to ensure that there is sufficient pre-planning and support.

The Foundation Stage Profile, completed before the child moves into Year 1, should provide information that supports the transition. In curriculum planning it is important that account is taken of the child’s progress on the stepping stones that lead towards the Early Learning Goals. Some pupils in Year 1 will require teaching approaches and a curriculum that support them in working towards the achievement of the Early Learning Goals rather than embarking on Key Stage 1 of the National Curriculum.

Case study 1

In the final term of the academic year the Reception class joins the Year 1 class for story time on a weekly basis. Sometimes this takes place in the Reception classroom, on other occasions it takes place in the Year 1 classroom.

On days in the summer term when the majority of Year 6 pupils are visiting their new secondary schools for taster days, all children spend some time in their new classes. This includes the Reception aged children who get the opportunity to spend two mornings in the Year 1 classroom with their new teacher. As well as allowing the children to experience a range of activities in the Year 1 classroom, the teacher shows the pupils where they will hang their coats and the toilets that they will use and the door that they will need to leave by at the end of the day.

In the final term the Reception teacher introduces elements of the literacy and numeracy strategy. The teacher includes 1015 minutes of whole class literacy teaching which may involve sharing a text, shared writing or phonic work. At another point in the day the children engage in a teacher or TA-led literacy task. For numeracy the teacher includes 1015 minutes whole class numeracy teaching which may involve counting, number rhymes, or recognition of numbers. At another point in the day the children engage in a teacher or TA-led numeracy task. Later in the day the teacher or TA will talk to the children about what they learned when engaged in the literacy and numeracy tasks.

The Reception teacher passes the Early Years Profile to the Year 1 teacher before the end of the summer term. The Year 1 teacher uses this to inform planning for September.

At circle time pupils are given the opportunity to talk about what they are looking forward to about moving to Year 1 and anything that worries them. The Reception class teacher and TA look for opportunities to initiate conversations about transition with children they perceive to be anxious about the move to Year 1. Any anxieties are listened to. The teacher or TA then focuses on solutions.

Sometimes this can be in the form of reassurance, other times it requires specific additional actions like arranging for opportunities for the child to visit the receiving class on errands. The child is always reassured that after the transition they can still go to their previous teacher or TA. In certain cases this is set up as part of a specific plan to support the transition, but for the majority it is an offer that is informally made.

Discussion

Within Case Study 1 identify:

■ those actions that are intended to ensure continuity of the curriculum and teaching and progression in learning;

■ those actions that are intended to support the personal, social and emotional needs of the child.

Are there other, additional practices that could be adopted by the school to support children in the transition?

مواضيع ذات صلة

Supporting the inclusion and achievement of learners with Autistic Spectrum Disorders (ASD)

Gifted and talented education Key issues

Meeting the needs of gifted and talented pupils

Excellence

Value

Achievement

Rarity

Policy development

The nature and nurture of gifts and talents

Thinking about the gifted and talented

Gifted and talented education

Transitions Conclusion