transition to school

Rationale:

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This procedure is established for the teachers, family/whānau and children of Tokomairiro Early Learning Centre, to guarantee that programmes will be actioned for each child and their family/whānau. We will ensure that each child will be as prepared for school as is possible with the resources and capabilities of all parties involved.

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Procedures:

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• To consider the links with essential skills and essential learning areas for each child so they are prepared for school, using Te Whāriki as a guiding document.​

• To include family/whānau as partners in the transition to school programme.

• To include the child as a partner in the transition to school programme.

• To value each child as an individual.

• To establish links with local primary schools and create a partnership in the transition to school programme.

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A Transition Programme will be set for each child.

This will be achieved through the following actions:

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• The programme will be set for individual needs and will not be prescriptive. An example of this could be a child who cannot write their first name will have extra help whereas another child may be entirely competent in this area but struggle with problem solving skills.
   

• The programme will remain flexible enough to follow the interests of the child and address emergent skills. Therefore an interest in dinosaurs can include all the essential learning areas and still be fun and stimulating.
   

• The programme will also remain flexible enough to support consideration for ethnic issues, language barriers and encouragement of the individual cultural needs of each child. Children with special needs will be considered an integral part of the programme and encouraged to participate with and alongside all the other children.

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Specific "going to school" activities will be programmed so children can get a feel for school.

This will be achieved through the following actions:

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• Mat times and bringing news to the group so the children learn turn taking, patience and sharing a story with their peers.
   

• Working out what would be some of the rules for going to school e.g. not leaving the school grounds, and why; respecting the play area by not leaving rubbish on the ground; respecting the equipment and putting it away when asked by the teacher; listening to the teacher when they are talking to you etc.
   

• Numeracy and literacy activities are used to develop number and letter recognition and writing is supported when children are ready, willing and able.

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Providing support for family/whānau in the transition to school process.

This will be achieved through the following actions:

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• Tokomairiro early Learning Centre will organise family interview nights once a year that parents are personally invited to. The evening will be provided by the centre and the staff will talk to the families privately.
   

• Family/whānau will be asked if they have decided on a primary school and if school visits have been organised. If family/whānau need support in this area the staff will arrange the visit to school for them. Special consideration will be given for family/whānau with language restrictions, nervousness and special needs that their child may require.
   

• Family/whānau will be supported in finding out information on local schools.
   

• We will acknowledge the cultural needs of each family/whānau and actively seek information from the family/whānau on ways we can be sensitive and inclusive.
   

• Each family/whānau will have access to the child’s profile that shows assessment so they can see what we have been looking at and how we feel their child is developing. This will provide family/whanau with a guide for their own activities.
   

• Family/whānau will be asked to accompany us on visits to local schools for sports days and school productions.
   

• Tokomairiro Early Learning Centre will take the four year old children to the transition classes at Milton Primary School and St Marys School, with parental permission.

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Creating a professional partnership with local primary schools.

This will be achieved through the following actions:

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• Local primary schools will be asked to invite the four year old children to sports days and school productions so the children get the feel for school.
   

• The local primary schools will also be approached to see if they are amenable to the teaching team visiting the new entrants class once a year to meet the new entrant teachers and develop a professional partnership.
   

• We will discuss, with the new entrant teachers, skills that they would like to see developed with the children, through our transition to school programme.

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(reviewed and updated: August 2018)