Early Level Early Level

Transitions Transitions

Are we confident there is Are we confident there is effective progression in effective progression in children’s learning through children’s learning through early level ?early level ?

How are we doing?How are we doing?

Transition in many settings is usually Transition in many settings is usually based on:based on:

Arrangements for children moving onto P1 are Arrangements for children moving onto P1 are in place.in place.

Children benefit from meeting their P1 teacher Children benefit from meeting their P1 teacher in June.in June.

In the last week of the summer term children In the last week of the summer term children from the nursery visit primary one classroom.from the nursery visit primary one classroom.

Parents are made aware of transition Parents are made aware of transition arrangements particularly for the first day arrangements particularly for the first day at schoolat school

Information about children passed on by Information about children passed on by nursery staffnursery staff

Children and parents can have a school Children and parents can have a school lunchlunch

Is this really what Is this really what transition is all about?transition is all about?

These arrangements are important and These arrangements are important and need to happen.need to happen.

However . . .However . . .

Do they fully recognise children’s progress Do they fully recognise children’s progress in their learning?in their learning?

Do these statements about transition Do these statements about transition give an effective insight into give an effective insight into children’s learning and progression ?children’s learning and progression ?

Need to ask:Need to ask:

What progression are children What progression are children making in their progress within making in their progress within early level?early level?

What should we be looking What should we be looking for ?for ?

Staff working effectively with local schools Staff working effectively with local schools in developing transition arrangements to in developing transition arrangements to ensure that there is progression in ensure that there is progression in children’s learning as they transfer to P1children’s learning as they transfer to P1

Staff are developing the curriculum with a Staff are developing the curriculum with a particular focus at the early stages to particular focus at the early stages to ensure that all children build effectively on ensure that all children build effectively on their prior learning.their prior learning.

Nursery staff and teachers use Nursery staff and teachers use Curriculum for Excellence Curriculum for Excellence guidance very well. guidance very well.

They plan together to ensure They plan together to ensure that children benefit from a rich that children benefit from a rich and relevant curriculum, and to and relevant curriculum, and to ensure that children’s skills and ensure that children’s skills and knowledge are developing in a knowledge are developing in a progressive way.progressive way.

Key questions:Key questions:

What is our shared understanding of What is our shared understanding of progression in children’s learning ?progression in children’s learning ?

How do we plan for progression?How do we plan for progression?

Are we fully recognising children’s Are we fully recognising children’s prior learning ?prior learning ?

How do we achieve this?How do we achieve this?Could build on 3 key questionsCould build on 3 key questions

How well do children learn and How well do children learn and achieve?achieve?

How well does the school support How well does the school support children to develop and learn?children to develop and learn?

How well does the school How well does the school improve the quality of its work?improve the quality of its work?

Within context of King’s Road Within context of King’s Road Primary SchoolPrimary School

2 – 12 years2 – 12 years

Under 3s provision catering for 20 Under 3s provision catering for 20 childrenchildren

Nursery 3- 5 years 70 / 70Nursery 3- 5 years 70 / 70 P1 – 7 452 children in 16 classesP1 – 7 452 children in 16 classes FME 22FME 22 SLT - HT 3DHTsSLT - HT 3DHTs Full time nursery teacherFull time nursery teacher

Nursery to P1 - confidentNursery to P1 - confident

How are we achieving How are we achieving this?this?

Whole school approach: Whole school approach:

Staff awareness and understanding of Staff awareness and understanding of curriculum in line with national curriculum in line with national guidanceguidance

Self-evaluation - developing a cultureSelf-evaluation - developing a culture Tracking children’s learning - through Tracking children’s learning - through

each leveleach level Leadership rolesLeadership roles

Improvement Priorities session 2014 – 15Improvement Priorities session 2014 – 15

Improve the quality of learning and teaching across the school.Improve the quality of learning and teaching across the school.

Continue to develop further the curriculum in line with Pre Birth to Continue to develop further the curriculum in line with Pre Birth to Three and Curriculum for ExcellenceThree and Curriculum for Excellence

Develop further opportunities and experiences for children to Develop further opportunities and experiences for children to enhance their health and wellbeing. enhance their health and wellbeing.

Continue to raise attainment and recognise achievements for all Continue to raise attainment and recognise achievements for all children across the school.children across the school.

Raise the profile of the school within the community.Raise the profile of the school within the community.

Developing leadership at all levels.Developing leadership at all levels.

Current focus - Current focus - across the schoolacross the school

QIQI FocusFocus Looking forLooking for

2.12.1 The extent which learners are The extent which learners are motivated and actively involved motivated and actively involved in their own learning and in their own learning and developmentdevelopment

children are motivated children are motivated and eagerly participate and eagerly participate in their learningin their learning

high quality feedback high quality feedback making children aware of making children aware of their progress as their progress as learners learners

QIQI FocusFocus Looking forLooking for

5.25.2 The learning environment and The learning environment and teaching approaches teaching approaches

a stimulating well a stimulating well organised learning organised learning environment environment children’s experiences children’s experiences are well matched to their are well matched to their needs sustaining needs sustaining motivation motivation children enjoy their children enjoy their learning experienceslearning experiences

5.35.3 Tasks, activities and Tasks, activities and resourcesresources

the pace of learning is the pace of learning is appropriate for all childrenappropriate for all children

Supporting journey through early level Supporting journey through early level – nursery to P1– nursery to P1

Raising awareness with parents Raising awareness with parents Supporting nursery staff Supporting nursery staff Nursery teacher in P1Nursery teacher in P1 DHT – responsibility across three settings DHT – responsibility across three settings HT meeting regularly with nursery staffHT meeting regularly with nursery staff Early level meetingsEarly level meetings Well planned transition programme which Well planned transition programme which

supports all children in developing their supports all children in developing their skills and knowledge across their learningskills and knowledge across their learning

Must also take into account:Must also take into account:

Different pre-school settings - Different pre-school settings -

Nursery class within schoolNursery class within school Nursery class in other schoolsNursery class in other schools From local authority free standing nurseriesFrom local authority free standing nurseries From partnership providersFrom partnership providers

playgroupsplaygroups

nurseriesnurseries From home From home

How effective is your How effective is your transition programme ?transition programme ? Progression ?Progression ? Skills development ?Skills development ? Team working of staff ?Team working of staff ?