Supporting effective transitions from the Early Years Foundation Stage (EYFS) to Key Stage 1
The transition between the final year of the Early Years Foundation Stage and the first year of Key Stage 1 is a significant process of change for all children.
Moving between or across two curricula, which may embody significantly different styles of provision and pedagogy can be a challenge for educators, children and parents.
Getting this transition right is essential for ensuring children are able to build on the learning and development fostered within the early years, providing them with a strong foundation from which they can flourish in all areas of the curriculum and beyond.
This guidance, developed by the early years staff team, children and families from St Andrews Primary School, Bath, in collaboration with the Early Years Service, Bath & North East Somerset Council, is intended to offer support to schools and educators in planning and facilitating a smooth transition for all children. The materials aim to provide guidance on curriculum continuity in literacy and maths, as well as tracking the development of the Prime areas of learning and development into Key Stage 1. Through a detailed transition audit, this document also aims to offer schools and early years settings support in developing a smooth transition process that responds to the needs of their particular community, setting and cohort.
The document is divided in to four key sections:
1. Aims and principles of a smooth transition
2. Understanding transition: The experiences of teachers, parents and children
3. Curriculum continuity
4. Transition audit and action planning
Section 1: Aims and principles of a smooth transition
A smooth transition is vital for children to experience a positive start to their Key Stage 1 experience. Opportunities to extend and build on the practices and pedagogies fostered within the Early Years Foundation Stage are vital to ensure children become successful learners in Year 1. This is not as simple however as recreating an early years environment in the Year 1 classroom. It is about careful preparation and communication, ensuring best practice is shared between the Key Stages. It is essential there is a clear vision of what high quality learning in Year 1 looks like and how this relates to the practices and pedagogies fostered in the Early Years Foundation Stage.
Bayley and Featherstone (2014) tell us that responsibility for a smooth transition from the EYFS to Year 1 does not lie solely in changing the practice of teacher in Year 1. They say, “It needs shared effort. Foundation Stage practitioners, parents and children themselves need to work in partnership with teachers and classroom assistants in Year 1 to ensure success in one of the most exciting and challenging changes children face” (p5).
Establishing this shared effort takes focused work from schools and early years settings. It is important that this transition is guided by shared aims and principles, such as those suggested in the list below.
Planning for the transition from the EYFS to Key stage 1 should try to preserve the best of Foundation Stage practice, whilst recognizing that Key Stage 1 is different; Transition processes should try to ensure a smooth progression in the style of provision, not making it different too quickly; Change should be introduced gradually, ensuring children are able to feel secure, comfortable and successful; Communication and collaboration between Foundation Stage and Year 1 staff should ensure vital information is transferred; Transition planning should take account of individual needs, including those of vulnerable children and families; Parents and carers should be involved in the transition process; The style of provision should support the gradual shift to more adult-led styles of teaching and learning in Key Stage 1, in particular in Literacy and Maths; Teaching and learning should recognize and support the different learning styles of all children; Teaching and learning should be based on the best of what we know about how children learn across the birth to 7 age range.
(Adapted from Bayley and Featherstone, 2014)
The aims and principles that guide transition will be different for individual schools, responding to the needs of their particular children and communities. This list should therefore be adapted, developed and interpreted to suit particular needs and contexts.
Section 2: Understanding transition - The experiences of parents and children
In developing these materials, parents and children were consulted in order to better understand their thoughts and feelings about the transition from the Early Years Foundation Stage to Year 1.
Consulting with parents
Parents of current reception aged children were invited to share their perceptions of the potential changes and differences they might experience with their children. The intention of this consultation was to better understand, from a parents perspective, what information and support would be useful in supporting families during this transition. In general, parents were aware that the transition from EYFS to Year 1 would involve a change in their child’s daily school experience, many anticipating a shift towards increased formality and fewer opportunities to engage in play based learning. Particular areas in which parents expressed interest or concern were:
Changes to the structure and routine of the day. Parents were keen to know details about any significant changes to the structure of their child’s day. These included any changes in arrangements for the beginning and end of the school day – will the timings of the day change? Will the children be dropped of and picked up from a different part of the school? Will they be able to come into the classroom with their child at the beginning of the day? This information was important to parents as it allowed them to begin thinking about how they could best prepare their child, for example gradually changing their morning drop off routine towards the end of Reception in order to prepare the children for differences in routine in September.
Supporting their children as they progress. Parents were interested in the changes they could expect in terms of the content and style of children’s learning. They were keen to understand more about how they could best support their children’s learning and how this support might look different as the children move into Year 1. When children would begin to be given homework and the form this might take was also a concern, with parents keen to know the most effective strategies for supporting their children’s learning at home.
Anticipating and responding to changes. ‘What can I expect as a parent?’ As part of this consultation, parents had the opportunity to listen to the experiences of others that had already had a child progress through the transition from the Foundation Stage to Year 1. Parent’s shared how they had experienced an increase in tiredness in their children, which they associated with the increasing formality of the children’s experience. They didn’t interpret this as a negative thing necessarily, but were mindful that it was something that had an impact on family routines, such as meal times and bed times, recognizing that during the early part of the year at least, their children needed more sleep in order to be prepared for school the next day. Some parent’s described their experience of the transition from Reception to Year 1 as a ‘bigger and more significant’ change that that of starting school.
Questions parents asked about the transition included:
How much access to outdoor learning will the children have?
Will the uniform policy change or become stricter?
How do teachers manage behavior in Year 1?
What kind of afterschool clubs will be available? What increased opportunities will children have now they are older? E.g. access to clubs and activities.
What will a typical day look like?
What opportunities will there be for parents to see the Year 1 classroom before September?
What can I expect as a parent?
The questions, concerns and ideas of parents will change depending on the context of the school and class. In all contexts however the opportunity for parents to be consulted and to be involved in planning and preparing for the transition is vital. In developing these materials, the parents involved particularly valued the opportunity to share what they described as the ‘soft information’, the small things that they could only learn from another parent such as anticipating tiredness or the impact on family routines. This information could be vital in shaping a schools transition activities.
Children’s experiences
Consulting children about their experience of transition can also provide valuable information in shaping and supporting change. Small groups of Year 1 children were asked to share their experiences, responding to the questions: What do you remember about being in Foundation Stage? What is different about being in Year 1? How did you feel when you started Year 1? The children also shared messages for the children who would be starting Year 1 in September. Some of the children’s responses are outlined below.
What do you remember about being in Foundation Stage?
“In reception you got to do lots of fun stuff. I miss going on the bikes and the go-karts.”
“In Foundation Stage we did lots of playing.”
“You could play with your best friends all the time.”
“In Foundation Stage you can play with the sand and do drawing. It’s really fun.”
“I remember playing lots with my friends. When you’re in Foundation Stage you can play more.”
What is different about being in Year 1?
“The big playground is really different. We don’t have bikes or anything now.”
“I like being the special person. When you’re in Year 1 you can be more responsible.”
“We have to work harder in Year 1.”
“We have a better climbing frame in Year 1. It’s bigger and there’s more things to do so it’s harder. You can challenge yourself more.”
“We do more work in Year 1 but it’s good because you get older and you know more stuff.”
How did you feel when you started Year 1?
“It was really cool because we borrowed things from Foundation Stage. The dinosaurs were my favourite and we could still play with them.”
“I got really tired because we had to do more work.”
“I didn’t know where to put my coat or where anything was. It was all really different and I had to learn it.”
“When I started I was a little bit happy and excited and a little bit scared. I was scared about being in a new class.”
“I was really happy about being in a new class, but it was a bit confusing too because I didn’t know where anything was.”
What message would you give to the children starting in Year 1 next year?
“I would tell the new children not to be scared because they will have a nice teacher.”
“I would tell the reception children don’t be afraid.”
The children’s responses to an activity like this can highlight the aspects of the transition to Year 1 that are particularly important to them. The children in these groups were aware of the shift in learning style to an increasingly adult led curriculum, and the resulting reduction in opportunities to play. Their responses are valuable in informing further plans for transition, for example building in opportunities to share resources at the beginning of Year 1, making the Year 1 space more comfortable and familiar for the children during their transition.
Consulting children can provide valuable information in shaping transition practices that work effectively for the specific context of each school and cohort.
Section 3: Curriculum continuity
Children develop at their own rates and in their own ways. As such, many children will enter Year 1 ready to begin working on National Curriculum targets and objectives. Some children however will need continued access to activities and experiences that support them to work towards or within the EYFS Early Learning Goals (ELGs).
Continuity across the EYFS and Key Stage 1 is essential in planning an effective Year 1 learning environment that takes account of the needs of all children. Understanding the progression across subject areas and the links between the Early Learning Goals and the Year 1 programmes of study can support planning for curriculum continuity and can help teachers to understand expectations across the phases.
The following table provides an overview of progression from 40-60 months plus within Development Matters, through the Expected and Exceeding judgments for the ELGs, to the Year 1 objectives. The table includes the ELGs listed below. The other goals may be added later as capacity allows; their omission is not a reflection of them being considered of lesser priority for children’s learning and development and should still be planned for with care.
Personal, Social and Emotional Development, linking to Citizenship Communication and Language, linking to Spoken Language Physical Development linking to Handwriting, Physical Education and Citizenship Writing, linking to English (transcription, composition, vocabulary,grammar, punctuation) Reading, linking to English (word reading, comprehension) Number, linking to Maths
This is followed by an overview of the Characteristics of Effective Learning. These underpin learning across the EYFS and provide valuable information about how children learn. In supporting a smooth transition it would be valuable for Reception and Year 1 staff to consider how these characteristics will continue to be fostered throughout Key Stage 1 and beyond.
Aiming High: progression through the ages and stages of learning and development into Year One Please note: Children develop at their own rates, and in their own ways. The age/stage bands overlap because these are not fixed age boundaries but suggest a typical range of development. The development statements should not be taken as necessary steps for individual children or be used as checklists. Children’s development is not linear and children need opportunities to revisit learning and strengthen their developmental pathways. All areas of learning and development, in particular the prime areas, as well as the characteristics of effective learning, need to be taken into account as together these build up a holistic picture of the child’s learning and development
40-60 months Early Learning Goal Exceeding Year One (3 years 4 months to 5 years) the Early Learning Goal Citizenship: Developing confidence and responsibility and making the most of their abilities The 40-60 month child is confident to speak to The child is confident to try new The child is confident to speak to a others about own needs, wants, interests and activities, and say why they like some class group. They can talk about the The child can:
opinions. They can describe self in positive activities more than others. They are things they enjoy, and are good at, confident to speak in a familiar group, terms and talk about abilities. and about the things they don’t find recognise what they like and dislike, what is fair and unfair, and what is right will talk about their ideas, and will easy. They are resourceful in finding and wrong; choose the resources they need for when they need help or information. share their opinions on things that matter to them and explain their views; their chosen activities. They say when They can talk about the plans they recognise, name and deal with their feelings in a positive way; they do or don’t need help. have made to carry out activities and think about themselves, learn from their experiences and recognise what awareness what they might change if they were to they are good at; repeat them. set simple goals.
Self confidence and self Selfand confidence
Citizenship: Developing good relationships and respecting the differences between people The 40-60 month child understands that their The child can talk about how they and The child knows some ways to
own actions affect other people, for example, others show feelings, their own and manage their feelings and is beginning The child can: becomes upset or tries to comfort another child others’ behaviour, and its to use these to maintain control. They when they realise they have upset them. They consequences, and knows that some can listen to each other’s suggestions recognise how their behaviour affects other people; are aware of the behavioural expectations in behaviour is unacceptable. They work and plan how to achieve an outcome listen to other people, and play and work cooperatively; the setting. They are beginning to be able to as part of a group or class, and without adult help. They know when identify and respect the differences and similarities between people; negotiate and solve problems without understand and follow rules. They and how to stand up for themselves behaviour recognise that family and friends should care for each other; aggression, e.g. when someone has taken adjust their behaviour to different appropriately. They can stop and think understand that there are different types of teasing and bullying, that their toy. situations, and take changes of routine before acting and they can wait for bullying is wrong, and how to get help to deal with bullying.
in their stride. things they want. Managing feelings and Managingand feelings Speaking Understanding Listening and Making relationships Attention withother children, e.g. findinga compromise. others. of They take steps resolve to conflicts understanding,and askappropriate questions Theysay. explain own knowledge and attendsto and takes account of what others The40 events. andclarify his thinking, ideas, feelings and intention.He uses talkto organise, sequence statemen narrativehisinto play. The child links situations. He introducecan a storyline or recreateroles and experiences in play words.He uses language imagine to and exploringthe andmeaning sounds new of Thechild uses widea vocabulary and enjoys othersin conversation ordi listencan and respond to ideasexpressed by followstorya without pictures orprops. He nonsense e.g. rhymes orjokes and isable to twoa Thechild respondcan to instructionsinvolving short span. channeled developingtwo is He activity. appropriate concentratesand quietly sits during an The40 - partsequence. He understands humour -
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esunderstanding e can write featuresnarrative of hisin own writing. freque well as irregular many but high wordsof more thanone syllableas Thechild can phonically spell regular simplestories hehas read. describecan the main eventsin the understandunf semanticand syntactic knowledge to frequencywords. He uses phonic, well as irregular many but high wordsof more thanone syllableas Thechild readcan phonically regular ncywords. He uses key amiliarvocabulary. He
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and movement,including whole, half, quarter and three Geometry 3 2 2 Geometry onclocka faceto show these times. Thechild can week,weeks, monthsand years; Thechild can evening); beforeand after, next, first,today, yesterday,tomorrow, mor Thechild can andnotes; Thechild can ma Thechild can quarter]; time[for example, quicker, slower, earlier, later] Capacityand volume (forexample, full/empty, more than mass/weight(forexample, heavy/light, heavier lighterthan, than) andlengths heights (e.g. long/short, longer/shorter,tall/short, double/half) Measurement object, shapeorquantity. qua Recognise,find and name halfa as one of twoequal partsan of object, shapeor Fractions supportof the teacher. answerconcreteusing objects, pictorial representations and arrays with the Solveone Number: Multiplication& Division problemsnumber such as 7 = subtraction,using concreteobjects and pictorial representations, and missing numbers 20, to including relatedsubtraction facts within 20; add and subtractone subtraction( Read,write and interpret mathematicalstatements involving addition (+), Addition& Subtraction words; than(fewer), least; most, read and write numbers 1from to 20in numerals and including numberthe line, and use languagethe of: equal to, morethan, less identifyand re multiplesof twos, fivesand tens; given number,a identifyone more andone less; anygiven number; count,read and write numbers 100 to in numerals; count in Countand to across 100, forwardsand backwards, beginning with 0 oror 1, from Numberand Place value
- - - Dshapes [for example, cuboids (including cubes),pyramids and spheres]. Dshapes [for example, rectangles (including squares),circles and triangles] Dand 3 ss/weight; capacityand volume; ntity; recognise, ntity; andfind name quartera as one of fourequal parts an of
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Dshapes, including: The child can stepproblems involving mul – –
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)and equals (=) signs; represent and use number bonds and sequenceevents in chronologicalorder using language ( measureand begin to record the following: lengths and heights; tell timethe to hourthe andpast half the hour and draw handsthe rec recog presentnumbers using objects and pictorial representations The childcan ogniseand use language relating to dates, includingdaysof the niseand know valuethe of different d
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Section 4: Transition audit and action planning
Planning is key to a smooth transition. The processes of supporting this smooth transition will be different depending on the context of each individual setting. The following questions are designed to prompt reflection on how effective transition processes can be developed and may provide a useful starting point for schools in developing an action plan. They have been developed from consultation with teachers and aim to prompt reflection across a range of factors that influence transition. They do not form an exhaustive list and there may be other important factors that are specific to the context of individual school.
Observation and assessment
How will Key Stage 1 staff be supported to develop confidence in the use of systematic observation to contribute to assessment?
How will parents and carers be encouraged to contribute to assessment of children’s achievements at home?
What opportunities can be created for Foundation Stage and Key Stage 1 staff to moderate assessments, in particular in relation to the EYFSP?
How can the use of online data tracking systems (e.g. School Pupil Tracker Online) support communication and exchange of information between Foundation Stage and Year 1 staff?
Planning
How can opportunities for co-planning between Foundation Stage and Key Stage 1 staff be created to ensure continuity of teaching approaches?
What information about children’s interests and fascinations in the EYFS is available to support Year 1 teachers in their planning?
How will information from the EYFS Profile be used to plan children’s starting points in Year 1?
How can sharing of Foundation Stage and Year 1 planning formats support continuity through the transition process?
How can planning formats help facilitate a balance of child and adult initiated learning?
Routines and the structure of the day
How can the Year 1 environment create familiarity for the children starting?
How will the daily routine enable opportunities for indoor and outdoor learning?
If the Year 1 classroom doesn’t have direct access to an outdoor play space, how will outdoor learning be planned for across the curriculum?
When can opportunities for adults to observe children’s self initiated activity be built into the day?
Developing a shared understanding of transition
How will transition process be developed and shared with the whole school?
How will key audiences be supported to understand transition processes and principles? For example, governors, teaching assistants, parents and children.
How can a common language of transition be supported and developed? For example, is there a shared understanding of the concept of child-initiated learning and it’s progression across phases?
How can all staff be supported to develop their understanding of the importance of play in children’s learning and development?
Collaboration
How will staff in Foundation Stage and Year 1 be enabled to understand the expectations and practices common in each phase?
How will opportunities be enabled for collaboration between Foundation Stage and Year 1 staff? For example peer observation to promote and develop best practice.
Working with parents
How will parents and carers be consulted about the development of transition processes from Foundation Stage to Year 1?
What different strategies for communication with parents and carers will be used throughout the transition process?
How can parents be supported to feel engaged with their child’s day to day school experience?
The learning environment
How will teaching and learning opportunities in Year 1 continue to reflect the Characteristics of Effective Learning?
What key resources can be made available for Year 1 classes to provide high quality active learning indoors and out?
How will access to outdoor learning be enabled within the daily routine? What school spaces can be used to enable this access?
How will daily routines be structured to allow a balance of adult led and child initiated learning?
Action Plan for Transition from Foundation Stage to Key Stage 1
The following is an action plan developed in consultation with Foundation Stage and Key Stage 1 teachers. The sample plan focusses on the priorities for a particular school context and could be adapted to support planning in other schools and contexts. The action plan can be used in conjunction with the transition audit questions in order to help identify areas of priority and need.
Identified challenges effecting transition from Foundation Stage to Key Stage 1
Progression: Supporting children to make accelerated progress across the Foundation Stage and Year 1 curriculums; teacher understanding of progress across the stages. Sharing information: Ensuring information shared is useful and purposeful; familiarity with progress tracking systems across Foundation Stage and Year 1. Pedagogy: Ensuring children continue to have opportunities to develop the Characteristics of Effective Learning; establishing a balance of adult led and child initiated opportunities for learning; developing teacher confidence in establishing opportunities for play based learning and observational assessment in Year 1. Environment: Resourcing a rich play based curriculum; ensuring regular access to outdoor learning opportunities. Time: Creating time within the expectations of the Year 1 curriculum to observe children engaged in self-initiated play.
Objective Action Intended outcomes Time frame Person(s) responsible
To create enhanced Year 1 staff to observe Key Stage 1 staff to Summer term 2017-18. Foundation Stage and curriculum continuity practice in Foundation become more familiar Key Stage 1 leaders between the Early Stage during the with Foundation Stage organise opportunities Years Foundation summer term. Year 1 practice and pedagogy. for peer observation and Stage and Key Stage and Foundation Stage For all staff to reflect on reflection during the 1. staff to have time to how Foundation Stage summer term. reflect together about pedagogy could support the learning and children's learning in teaching observed. Year 1 across all subjects.
Foundation Stage and To create opportunities Year 1 teachers develop for co-planning between a better understanding Foundation Stage and of progression across Foundation Stage and Year 1 teachers at the the stages. Key Stage 1 leaders end of reception and organise opportunities beginning of Year 1. Planning shows for co-planning. coverage across Year 1 Summer term 2017-18. and Foundation Stage Autumn term 2018-19. objectives in order to ensure continuity in children's learning experiences. To continue the Create opportunities for Year 1 teachers develop Summer term 2017-18 Foundation Stage and Foundation Stage moderation of EYFS their understanding of Key Stage 1 leaders cycle of observation, Profile judgements assessment processes create opportunities for planning and between Foundation used in the Foundation cross stage moderation. assessment within the Stage and Key Stage 1 Stage. Year 1 curriculum. staff. Year 1 teachers develop their knowledge of each unique learner before September.
Identify appropriate Year 1 staff feel Summer term 2017-18 Foundation Stage and training for year 1 staff confident in the use of Autumn term 2018-19 Key Stage 1 leaders to support observation and identify appropriate understanding of documentation for training. observation and assessment across documentation, and it's different areas of the relationship to Year 1 curriculum. assessment.
Year 1 timetable to Year 1 planning Autumn term 2018-19 Year 1 teachers, with allow opportunities for developed based on support of Key Stage 1 staff to observe children children's interests and leaders and Foundation engaged in self initiated fascinations. Stage staff. activity. To develop the use of Year 1 timetable To enable the continued Autumn term 2018-19. Year 1 teachers, with play based structured to allow a use of play as a support of Key Stage 1 experiences in balance of adult led and valuable and integral leaders and Foundation teaching and learning child initiated activity. vehicle for learning. Stage staff. across the Year 1 curriculum. To create opportunities To create continuity and Autumn term 2018-19. Foundation Stage and for sharing resources consistency in teaching Year 1 staff. between Foundation and learning for children Stage and Key Stage 1. as they progress from the EYFS to Key Stage 1.
Identify appropriate To develop the Summer term 2017-18. Foundation Stage and training for Year 1 staff confidence of Year 1 Key Stage 1 leaders to develop knowledge staff in planning and identify appropriate and understanding of facilitating play based training. the role of play in learning experiences children's learning. across the Year 1 curriculum. To develop children’s To audit outdoor spaces Children will have Summer term 2017-18 Foundation Stage and access to outdoor across the school that increased access to Autumn term 2018-19 Year 1 staff. learning within the Year could support planning outdoor learning as part 1 timetable. for outdoor learning of their day to day across all areas of the learning experience. Year 1 curriculum.
To review and develop The structure of the day Summer term 2017-18 Year 1 teachers, with the Year 1 timetable to will allow opportunities Autumn term 2018-19 support of Key Stage 1 create increased for children to explore leaders and Foundation opportunities for outdoor their learning outdoors, Stage staff. learning, including and for teachers to opportunities for child observe children’s initiated outdoor play. learning in these outdoor spaces. Evaluation and monitoring:
Action Plan for Transition from Foundation Stage to Key Stage 1 (blank)
To be used in conjunction with the EYFS/Key Stage 1 transition audit
Identified challenges effecting transition from Foundation Stage to Key Stage 1
Objective Action Intended outcomes Time frame Person(s) responsible
Evaluation and monitoring
With grateful thanks to the Early Years staff team, children and families from St Andrews Primary School, Bath, who have developed this guidance in collaboration with the Early Years Service, Bath and North East Somerset Council