Supporting transition between early years settings and reception classes

There has been widespread concern expressed about the impact of COVID-19 on young children’s development and well-being, with the largest impact likely to fall on children from the poorest families or those with vulnerabilities and particular needs, including those with Special Educational Needs or Disability (SEND).

Attending an early years setting is highly valuable for all children, leading to positive social and emotional, language, and physical development.

The lack of access to provision during lockdown meant that children’s development was being significantly compromised. There is a risk of isolated young children developing issues such as post-traumatic stress disorder, attachment problems or a sense of grief which could have fundamental and long-term effects.

Early years settings can be the most stable element in a child’s life. There is a heightened risk of safeguarding issues where vulnerable young children are not in regular contact with professional carers and other children at a time of increased financial and emotional stress. Remote contact and learning experiences cannot replace the need for the human contact and interaction which is crucial to healthy development. 

With this in mind we have gathered a multi-disciplinary team from a range of disciplines across West Sussex and have recorded some webinars for educators to watch.

The team wanted to:

• continue to support educator’s knowledge and understanding of good practice around transitions, with reference to COVID-19.
• develop understanding about how the curriculum will need to be modified in response to COVID-19.
• give best practice ideas for universal transition and supported transitions.

There are two webinars available. The first focuses on universal transitions which include COVID-19 related specific issues, such as wellbeing, attachment and lack of time in pre-school settings. The second is for those children who would benefit from a supported transition, for example those with SEND, other vulnerabilities, disadvantaged or care experienced children.