Transition to school statements

High-quality transition practices are important

The evidence base is broad in showcasing positive transitions with a positive start to school. In particular the research around early engagement in learning and conversely disengagement early at school predicting the child’s trajectory throughout their whole schooling (Measuring effective transitions to school: Discussion paper). Research also shows some children and families are more vulnerable than others to experience a less positive start to school (Partnering to support children and families with specific support needs, Hopps 2024).

It is for this very reason that transition statements have become a requirement across many education jurisdictions in Australia. It is this information sharing across traditionally very separate parts of the education continuum that has the power to support a strong start to school.

When early childhood teachers and educators share meaningful, relevant information about children’s identity, culture, abilities and funds of knowledge they allow schools to differentiate transition practices to individual children’s needs and put any supports in place becoming ‘ready’ for children. Similarly, when information about learning and development in relation to the Early Years Learning Framework and school curriculum it sets the stage for school teachers, educators and leaders to build on prior learning and continue the assessment and planning cycle.

School teachers are empowered and ready to implement differentiated teaching plans when they draw on the information shared in statements in gives them a head start on getting know each child, building a rapport and using successful teaching strategies that are proven in supporting children’s learning and wellbeing.

Sharing information about learning and development matters

The OECD- Starting Strong V: Transitions from Early Childhood Education and Care to Primary Education report highlights the importance of engaging children, families, professionals, educators and community as key to planning meaningful transitions. Including the following key concepts:

• alignment and balance between what and how children learn in early childhood education and care and primary school (curriculum and pedagogical practices)
• alignment and balance between what and how children learn in early childhood education and care and primary school (curriculum and pedagogical practices)
• shared understandings on individual differences and how each child learns differently
• collaborative practices between preschool and primary school teachers, such as sharing written information on child development and children’s experiences.

This evidence points to the importance of both sharing meaningful information and finding a common language across very different curriculum documents. Transition statements provide the opportunity to do just that. By providing information for the child’s next teacher about the concepts, knowledge, skills and understandings they have potential to bridge the great divide and allow teachers to continue the assessment and planning cycle.

Opportunities to advocate for early childhood

Writing professional statements that reflect the needs and understanding of the audience and what their needs are can impact schools’ engagement with Transition to School Statements. It also presents an opportunity to advocate for both the professionalism of early childhood teachers and educators and the rich learning happening in high-quality early childhood programs.

Writing in general is always more impactful when you consider your audience and what sort of information they would find helpful. In the case of Transition to School Statement our audience is both teachers and leaders in schools and families of the children we write about.

Transition statements are an opportunity to connect

How do I know what my audience is looking for you might ask? Well transition statements  are not intended to be the ‘be all and end all’. They are in fact intended as a piece in the puzzle of transition partnerships where schools and early childhood services work together in many ways to provide wrap supports for families to start school strong and successful.

Critical reflection provocations

Below a few critical reflection provocations for working collaboratively as a team to consider how you can draw on theory and research to support continuity of learning in your Transition to School Statements.

1. How have you/ do you use transition statements to share meaningful information? How has this started/ spurred broader connections?
2. What is your understanding of continuity of learning and how transition statements facilitate it?
3. Can you think of examples of the way the Early Years Learning Framework and the Australian Curriculum connect? Are there opportunities to strengthen your knowledge?

If you would like to dive deeper why not purchase our  ‘Transition to school supporting continuity’ course now. This comprehensive professional learning supports teachers, educators and leaders in both early childhood services and school in understanding continuity of learning and how sharing information and developing a shared understanding of curriculum and pedagogy supports a strong start to school. The course includes prompt statements, timeline for effective, efficient organisation and a curriculum links document to help set teachers and educators up for success.