TRULY SCRUMPTIOUS NURSERY Transition Policy

Policy Statement

At Truly Scrumptious Nursery, we understand that transitions—whether starting nursery, moving between rooms, or progressing to school—can be exciting but also challenging for young children and their families. We are committed to managing transitions sensitively and professionally to ensure each child feels secure, confident, and supported throughout their journey.

We recognise that “transition should be seen as a process, not a single event and should be planned for and discussed with children and parents” (EYFS 2024). Our approach places the child’s emotional wellbeing at the centre of every transition, in close partnership with parents/carers and other relevant professionals.

Types of Transition

Transitions occur in various forms throughout a child’s early years. These include:

  • Starting nursery for the first time

  • Moving between rooms within the nursery

  • Moving to a new early years setting

  • Transitioning to primary school

Settling-in Process for New Starters

We aim to make the settling-in process as relaxed and child-focused as possible.

What to Expect:

  • Parents/carers are encouraged to attend several settling-in sessions prior to the child’s official start date.

  • Initial sessions may include a “stay and play” where parents remain in the room to help the child adjust, observe routines, and meet staff.

  • Parents will have the opportunity to discuss routines, preferences, cultural needs, sleep patterns, dietary requirements, and other relevant information with the key person.

  • Once the child shows signs of comfort, we suggest parents begin to leave the room for short periods (e.g., pop out for tea) while staying on-site if needed.

  • Gradually, the child can build up to half-day sessions before beginning full days.

Individual Needs:

  • The number and duration of settling sessions are tailored to each child’s needs, age, and temperament. There is no “one-size-fits-all” model.

Room-to-Room Transitions

We acknowledge that even familiar children may experience anxiety when transitioning to a new room with different staff, routines, and peer groups.

Transition Procedure:

  • Children will be introduced gradually to their new room through a series of short visits, progressing from hour-long sessions to half days.

  • A Transition Form and Progress Report will be completed by the current key person, including:

    • Developmental stage and learning goals

    • Routine preferences and comfort items

    • Likes, dislikes, and specific needs

  • Practitioners will ensure close communication between the existing and new key person to ensure consistency and continuity of care.

  • Once the child is settled, parents will be invited to meet the new key person and view the new room environment.

Transitions to School

Starting primary school is a major milestone in a child’s life. We work to ensure children feel emotionally prepared, confident, and excited about this change.

Our Approach:

  • Parents are asked to inform the nursery of the school their child will attend.

  • The pre-school room leader or the child’s key person will make contact with the new school to arrange a visit where possible. We welcome reception teachers into the nursery to meet the children in a familiar setting.

  • Daily circle time sessions incorporate school-related discussions to prepare children emotionally and practically.

  • Activities include:

    • Practising changing clothes (e.g. for PE)

    • Exploring books and role play about school life

    • Looking at school uniforms and talking about classroom routines

  • A comprehensive transition document will be prepared for each child, including:

    • A final Progress Summary

    • Details of the child’s achievements across all EYFS areas

    • Any additional needs, support strategies, or specific learning styles

  • These documents will be shared with parents and sent to the child’s school with consent.

Partnership with Parents

We recognise parents/carers as a child’s first and most enduring educators. We work closely with them during all transitions, valuing their knowledge, observations, and insights to support the child effectively.

We maintain open, honest communication, provide regular updates, and welcome feedback on how transitions are being managed.

Links to Other Policies

This policy should be read alongside:

  • Key Person Policy

  • Admissions and Settling-In Policy

  • Safeguarding and Child Protection Policy

  • Equality, Diversity, and Inclusion Policy

  • EYFS Framework (2024)

Monitoring and Review

This policy is reviewed annually, or sooner if changes in legislation, EYFS guidance, or best practice occur. Feedback from parents, staff, and children (where appropriate) is used to inform the review process.

Reviewed by Brittany V – Manager – 09/06/2025