Transition To School Questions Answered
Transition to school is a big step for all children but particularly so for those with additional needs.
A successful transition for a child with additional needs really comes down to the work the school does prior to day one of school. As teachers, LaST, AP, DPs; we are all time poor but the visiting, the planning, the organising, working with the family, it all pays off in the long run. Transition really is a collaborative approach. It takes a team effort to ensure that each child has a strong and successful start to school. The transition is going to be much smoother and more positive for the child, the family, the teacher and the school community if you have met the child, you have seen how they interact, you know some of their interest and strengths and you can start from there.
What is the best way to capture information from the Kindy orientation days?
There are a couple of ways to capture information at your school orientation days. By having this valuable information the school can start to build a profile of each child and it is very helpful for the class teacher to read over prior to day one, and will also assist when forming classes.
Observation notes – you want to have your list of incoming Kindys on your clipboard, provide for all teachers attending so they make can notes during each session. I would highlight your neurodivergent students and start there, chat and check in with those children first then try to engage with each child in the room. Key indicators to be looking for include separation, social skills, any speech or vision concerns you notice, their involvement in activities, how they are at following instructions, friendships, their fine motor skills. Basically anything helpful to know.
Add your notes to a shared spreadsheet so everyone can add their comments and observations after each Orientation session.
Buddy checklist – is another great idea if your school that uses senior buddies, you can give them a very simple little checklist and pack and they love this responsibility – they can mark on their checklist if their small buddy can identify their name, write their name, identify colours, shapes, what can they count to? ….
Are there checklists and support documents that can assist schools to determine support for new students?
Yes, there is; so you have the summary profile template which is the skills just taken from the AR. Capture any information on the child prior to school. So in Term 3 I would be having someone from the LST making an observation of the child at their early childhood setting. If the child has a diagnosis, then you can begin AR for IFS, if they have higher needs then the school can look at eligibility for support or SSP placement. I would have questions in mind to ask the educator - how they best support the child and any accommodations they make. If it is for a child entering mainstream, you might like to ask about transitions and change, meltdowns or tantrums, playground issues, turn taking and sharing, following instructions, toileting, how communicate their needs, attention span, fixations, or sensory needs.
Transition To School Statements are provided in Term Four by the early childhood settings. If you haven’t been out to see the child, then this is another way to gather more information on a child. They are a valuable too and the information can be used by Kindy teachers to tailor their programs to their childrens needs and support the continuity of learning. . The statement summaries the child’s early learning and development, including their strengths, interests and preferred way of learning. I would follow up and make contact with the early childhood setting to thank them for their time putting it together and ask any further questions.
Parents of neurodivergent children can also provide an All About Me factsheet that provide schools with helpful information – interests, strengths, what child is passionate about, how they learn best, what doesn’t work well, things the child is good at… If you have parent permission you may like to also contact therapists to get more information about strategies that work for that child.
What are some effective ways you have had to transition students into Kindergarten with a large cohort (200 + students)? What are some ways we can support our teachers from day one to ensure these students experience an effective transition from preschool to primary school?
I believe it really comes down to doing the work prior to day One. Start planning as early as Term 2 and 3. This is an important time for establishing relationships, gathering information and putting plans in place.
LST can create a Transition To School plan – document all meetings and goals for your children with additional needs
Make the observations of children at preschool, complete summary profile. Visiting the preschool can also assist in developing a greater understanding of the continuity of learning between Early Learning and school settings.
Reach out to preschool educators or therapists to get an idea of needs – organise a multi-disciplinary team meeting and invite them up to the school. Make note of existing supports and modifications that support the child.
Invite children to Orientation sessions to get eyes on them and what they present like in the classroom. You get so much information from having eyes on a child.
Offer additional or alternative transition opportunities provided during Term 4 to targeted students with anxiety or additional needs. Let the family know who the child’s teacher will be by the end of the year so they can establish a relationship and alleviates some anxiety and unknown.
Also consider what you did well as a school last year with your neurodivergent children and maybe what didn’t go so well. Evaluate, what would you change, what would you do again as a Learning and Support Team or Kindy team and go forward from there?
How can we support our teachers -
So from day one, I would organise a handover of a morning at drop off of a child to a SLSO or executive. Don’t put it on classroom teacher unless it’s their morning duty.
Organise extra staffing on play areas of a morning and recess and lunch for first couple of weeks. Particular students may need shadowing in the playground to facilitate quick intervention where needed.
Provide SLSOs with adequate professional learning and training around additional needs. It could be school based training or Sue Larkey has a Teacher Assistant online course she offers.
Prepare your SLSO– what do you want them to do each day, is it set up tasks, support a particular child, run through a particular program, or simply guard the door. Discuss prior to the school day beginning.
If your school has a speech therapist or occupational therapist, invite them along to Orientation sessions to do screeners or to sight obvious needs that a teacher may not necessarily pick up on.
Invite hearing and eyesight screening agencies along to your Orientation sessions to pick up on any impairments.
Ensure staff are upskilled in best practices around additional needs and neurodivergence.
Remind your classroom teachers they are not alone; it can be heavy on some teachers, adjusting to a new class and needs and they take a child’s behaviour personally. They can reach out to the school Learning and Support Team, APLaS and LWO who can offer direct support after the first couple of weeks adjustment period.
How do we provide support for multiple students with disabilities, beginning kindergarten, whilst still considering the needs of other new students?
I suggest using strategies that work for the bulk of students –
use lots of visuals in class; visual timetable,
visual timers on display for activities,
visuals for activities such as packing personal belongings and safety on the veranda,
keep to a structure and a predictable routine in the classroom,
offer warnings for transitions or changes in routine,
sensory items box, wobble stools or weighted toys,
scheduled movement breaks,
morning feelings check in, poster or thermometer, Zones of Regulation with children as they walk in the door
positively praise behaviours,
refer often 5 L’s or PAX hands and feet, you need the class attentive so check in regularly who has their 5L’s
monitor noise levels,
modify pace of work or break down tasks into single steps
use first/then visual board
certain students offered time out passes with designated areas where they can go
use a variety of positive reward systems,
consider classroom design and layout,
consider playground supervision,
structured play or a quiet area – library or chill out room offered at lunch times.
explicit and intentionally teaching of social and emotional skills. Maybe consider social skills programs - Bounce Back or Second Step program that all children can benefit from.
buddy programs can work really well, invite the big kids to assist with lunch times opening packets, or assist in art lessons or free developmental play or support them on the playground
Be considerate of the fact that many children with Neurodiversity (Autism Spectrum, ADHD, ADD, PDA, ODD) have difficulties accepting change and transition from one activity to another. In fact, often most behaviour occurs during change/transition. This is because it requires problem solving, choices, and adults tend to use more verbal information instead of visual information. It can also be a time of movement and high noise level, which can cause sensory processing difficulties.
Teachers should be mindful to
give children time to adjust,
using visuals and signing to communicate,
pre-warning children about changes.
use a timer to help children manage their own time
using the words “wait” and “finish” to help them understand what to do
Also consider;
partial enrolment for students with high needs.
have an idea of what works prior – when do they need to help them calm – is it a movement break or are they a child that needs a quiet space?
question of funding, if possible, employ full time SLSO that joins Kindy class for first couple of weeks at least or one that can float between classes.
create social narratives for particular children to familiarise them with new situations or create whole class social narratives you can read together on specific skills or expectations e.g. how to get attention, this is what a good listener looks like, this is what it looks like when we walk around the school. I have included some examples in your resource pack to use.
executive should carefully consider Kindergarten classroom teacher placement. Not everyone was made to be a Kindy teacher.
be considerate with your class placement, use your observation notes. Set kids up with positive role models.
prepare your school environment for absconders – school gates locked, specific area for where can they go for their movement break.
its important to create a sense of community in the classroom. Assigning specific jobs to each student and letting each student have a voice during circle time are often great ways to make neurodivergent children feel that they’re part of the community. You should also establish a relationship with the student’s family. Parents often know and understand their kids best and can offer valuable information.
What’s an effective Program structure for transition? What number of visits is beneficial?
There is no one fits all model, more of a local decision based on incoming clientele. Refer to The Strong and Successful Start To School Transition Guidelines which provide policy advice for schools to support principals, leadership teams and Early Stage 1 teachers in planning, implementation, and evaluation of transition practices. Some schools are doing the weekly visits for an hour which is brilliant for students with limited exposure or experience in early childhood setting. For more affluent areas, 1.5 hours over 3 sessions may be sufficient. We want them to become familiar with the school, the classroom, the teachers, new peers. I like when it’s in a Kindy room, make it fun, free developmental play, then a transition to a picture book about school, make it interactive, ask questions, get kids involved, discuss. Teach them an action song. Steer parents away from staying with their child. For those hesitate to join in or separate from mum, find out a child’s interest to help get them in the classroom initially. Select equipment and activities that are engaging and invite children to play.
Organise alternative or extra small group transition sessions for students with anxiety or additional needs. This gives the children the opportunity to get to know their peers as well as establish a relationship with their teacher. Its in their own time without the overwhelm of everyone else being there.
What does a successful transition look like at your school? We would love it if you joined the conversation and left a comment below.
