Early Level Transitions

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

How are we doing? Transition in many settings is usually based on: Arrangements for children moving onto P1 are in place. Arrangements for children moving onto P1 are in place. Children benefit from meeting their P1 teacher in June. Children benefit from meeting their P1 teacher in June. In the last week of the summer term children from the nursery visit primary one classroom. In the last week of the summer term children from the nursery visit primary one classroom.

Parents are made aware of transition arrangements particularly for the first day at school Parents are made aware of transition arrangements particularly for the first day at school Information about children passed on by nursery staff Information about children passed on by nursery staff Children and parents can have a school lunch Children and parents can have a school lunch

Is this really what transition is all about? These arrangements are important and need to happen. These arrangements are important and need to happen. However... However... Do they fully recognise children’s progress in their learning? Do they fully recognise children’s progress in their learning?

Do these statements about transition give an effective insight into children’s learning and progression ? Do these statements about transition give an effective insight into children’s learning and progression ? Need to ask: What progression are children making in their progress within early level? What progression are children making in their progress within early level?

What should we be looking for ?

Staff working effectively with local schools in developing transition arrangements to ensure that there is progression in children’s learning as they transfer to P1 Staff working effectively with local schools in developing transition arrangements to ensure that there is progression in children’s learning as they transfer to P1 Staff are developing the curriculum with a particular focus at the early stages to ensure that all children build effectively on their prior learning. Staff are developing the curriculum with a particular focus at the early stages to ensure that all children build effectively on their prior learning.

Nursery staff and teachers use Curriculum for Excellence guidance very well. Nursery staff and teachers use Curriculum for Excellence guidance very well. They plan together to ensure that children benefit from a rich and relevant curriculum, and to ensure that children’s skills and knowledge are developing in a progressive way. They plan together to ensure that children benefit from a rich and relevant curriculum, and to ensure that children’s skills and knowledge are developing in a progressive way.

Key questions: What is our shared understanding of progression in children’s learning ? What is our shared understanding of progression in children’s learning ? How do we plan for progression? How do we plan for progression? Are we fully recognising children’s prior learning ? Are we fully recognising children’s prior learning ?

How do we achieve this? Could build on 3 key questions How well do children learn and achieve? How well do children learn and achieve? How well does the school support children to develop and learn? How well does the school support children to develop and learn? How well does the school improve the quality of its work? How well does the school improve the quality of its work?

Within context of King’s Road Primary School 2 – 12 years 2 – 12 years Under 3s provision catering for 20 children Under 3s provision catering for 20 children Nursery 3- 5 years 70 / 70 Nursery 3- 5 years 70 / 70 P1 – children in 16 classes P1 – children in 16 classes FME 22 FME 22 SLT - HT 3DHTs SLT - HT 3DHTs Full time nursery teacher Full time nursery teacher

Nursery to P1 - confident

How are we achieving this? Whole school approach: Staff awareness and understanding of curriculum in line with national guidance Staff awareness and understanding of curriculum in line with national guidance Self-evaluation - developing a culture Self-evaluation - developing a culture Tracking children’s learning - through each level Tracking children’s learning - through each level Leadership roles Leadership roles

Improvement 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 Three and Curriculum for Excellence Continue to develop further the curriculum in line with Pre Birth to Three and Curriculum for Excellence Develop further opportunities and experiences for children to enhance their health and wellbeing. Develop further opportunities and experiences for children to enhance their health and wellbeing. Continue to raise attainment and recognise achievements for all children across the school. Continue to raise attainment and recognise achievements for all 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 - across the school QIFocus Looking for 2.1 The extent which learners are motivated and actively involved in their own learning and development children are motivated and eagerly participate in their learning children are motivated and eagerly participate in their learning high quality feedback making children aware of their progress as learners high quality feedback making children aware of their progress as learners

QIFocus Looking for 5.2 The learning environment and teaching approaches a stimulating well organised learning environment a stimulating well organised learning environment children’s experiences are well matched to their needs sustaining motivation children’s experiences are well matched to their needs sustaining motivation children enjoy their learning experiences children enjoy their learning experiences 5.3 Tasks, activities and resources the pace of learning is appropriate for all children the pace of learning is appropriate for all children

Supporting journey through early level – nursery to P1 Raising awareness with parents Raising awareness with parents Supporting nursery staff Supporting nursery staff Nursery teacher in P1 Nursery teacher in P1 DHT – responsibility across three settings DHT – responsibility across three settings HT meeting regularly with nursery staff HT meeting regularly with nursery staff Early level meetings Early level meetings Well planned transition programme which supports all children in developing their skills and knowledge across their learning Well planned transition programme which supports all children in developing their skills and knowledge across their learning

Must also take into account: Different pre-school settings - Nursery class within school Nursery class within school Nursery class in other schools Nursery class in other schools From local authority free standing nurseries From local authority free standing nurseries From partnership providers From partnership providers playgroups playgroups nurseries nurseries From home From home

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