Describe the information required to enable the school to meet the individual needs of the child during transition

Qualification: NCFE CACHE Level 3 Diploma for the Early Years Educator
Unit: Unit 3.7: Understand the needs of the child in preparing for school
Learning outcome: Understand how working in partnership with others contributes to children’s school readiness
Assessment criteria: Describe the information required to enable the school to meet the individual needs of the child during transition


The transition between an Early Years setting and a school setting can be an intimidating experience for children. As such, it is vital that schools are prepared to meet the individual needs of each child during this time. To enable them to do this, Early Years settings must provide information to the school regarding the individual needs of each child. Let’s take a closer look at what information should be provided in order to make the transition smoother and more successful.

Early Learning Goals (ELGs)

The first important piece of information that should be provided by Early Years settings relates to Early Learning Goals (ELGs). ELGs are educational goals set out by the Department for Education in England as part of their National Curriculum for children aged 0-5 years old. These goals cover seven areas including personal, social, and emotional development; communication and language; physical development; literacy; mathematics; understanding of the world; and expressive arts and design. By providing a copy of an individual child’s ELGs, schools will have an idea of how far along they are in their early learning journey and can use this information when planning activities for them once they arrive at school.


Transition Reports

In addition to ELGs, Early Years settings should also provide transition reports to any new schools that a child is moving on to. A transition report is designed to help teachers better understand a child’s needs so they can plan challenging yet appropriate activities for them once they arrive at school. It should include assessments around students’ reading comprehension abilities, motor skills, social skills, problem solving abilities, maths ability, etc., as well as details about any specific SEN requirements that need addressing or any other additional support services needed by the student. This report should also detail any strategies or approaches used by educators in the Early Year setting which have been proven successful with that particular student in order for those approaches to be continued when they move into their new school setting. The report should also highlight rewards or incentives which have worked well with the student in order to ensure that these practices are continued within their new environment.

Risk Assessments

In addition to transition reports and ELGs, another important document which must be passed on from an Early Year setting is risk assessments. Risk assessments are designed to identify potential risks within classrooms or other learning spaces which may put students at risk of harm or injury while taking part in certain tasks or activities. These documents should include detailed descriptions of potential risks as well as recommended strategies for mitigating these risks. By having this document on hand before students arrive at their new school settings, teachers can ensure that all necessary measures have been taken prior to students engaging with classroom activities or tasks which may put them at risk of harm or injury due to inadequate preparation on behalf of educators within their new environment.



Transitions between different school settings can often be difficult experiences for young children but by providing important documents such as ELGs, transition reports, and risk assessments prior to transitioning into a new environment can help ease some of those difficulties by enabling teachers within those environments better prepare themselves ahead of time before welcoming children into their classrooms and helping them adjust more smoothly into life within their new environments. For this reason it is absolutely essential that all relevant documents such as those mentioned above are passed on from one educational institution onto another prior to any transitions taking place in order for teachers within those institutions best meet both physical safety requirements but also psychological safety requirements when helping children adjust more quickly and comfortably into life withing their new surroundings after transitioning between different learning environments.

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