Strengthening transitions together

The term ‘school readiness’ is widely used but often means different things depending on the audience. Readiness must be viewed through three interconnected lenses: the child, the family and the school. It is not about children being able to hold a pencil or write their name. It is about emotional regulation, independence, communication, social interaction and confidence – skills children develop gradually through everyday experiences at home and in early years settings.

While 88% of parents believe their child is ready for school, classroom experience tells a more complex story. Educators report growing challenges with independence, communication and emotional regulation. This mismatch highlights the need for clearer, earlier conversations about what readiness truly involves, and for a shared understanding that supports positive transitions for all children.

Transition should be understood as a process that begins long before a child starts school and continues beyond the first day.

According to the School Readiness Survey, primary school staff report losing an average of 2.4 hours of teaching time per day due to catch-up needs linked to 'school-readiness'. Toileting alone accounts for 1.4 hours of lost teaching time per day.

This highlights a system-wide challenge that requires earlier, preventative support, rooted in the home learning environment and developed through collaboration between parents and settings over time.

Educators describe increased emotional dysregulation, reduced resilience and difficulty managing frustration, challenges that affect learning, relationships and wellbeing. Nearly a third of children become overly upset when separated from parents, and many families report low confidence in supporting this skill.

Supporting families to build children’s independence gradually through predictable routines and well-planned transitions is essential.

The home learning environment plays a decisive role in children’s development. Evidence shows it strongly influences early speech, language and communication, social and emotional development, and longer-term outcomes.

Research by Siraj-Blatchford and colleagues in Researching Effective Pedagogy in the Early Years highlights that while educators provide essential academic support, parents have the greatest influence on children’s early attitudes to learning.

Similarly, in her book Play is a Feeling, Brenda Crowe emphasises that learning begins at birth and is shaped through everyday interactions. For early years professionals, this means valuing family knowledge, creating opportunities for families to share their views, and adopting culturally sensitive and inclusive approaches that recognise each family’s unique context.

A strong home learning environment does not rely on expensive resources. It is built through everyday routines: talking, listening, shared stories, play, consistency and emotional connection. Early years professionals are uniquely placed to help families recognise the value of these experiences and feel confident supporting learning at home.

Leading child psychologist and researcher Bronfenbrenner’s theory on ‘ecological systems’ tells us that children develop within interconnected systems: family, early years provision, schools and wider community services. Research from the NSPCC highlights how cost-of-living pressures, reduced access to early years services, and rising deprivation are reshaping children’s early experiences.

Regional inequalities are widening, with sharper declines in readiness reported in some areas of the country. These findings reinforce that transitions must be rooted in social context and delivered through joined-up, community-based approaches.

The key person is central to ensuring transitions are relational, consistent and developmentally appropriate. Strong relationships with families are built through trust, open communication and a genuine understanding of each child’s needs. By delivering clear, consistent messages and starting conversations earlier, key people reinforce shared expectations around children’s independence and emotional regulation.

Families consistently say they want timely, practical guidance. According to the survey, 94% of parents support national guidance on ‘school-readiness’ and 84% want this information before their child turns four. However, this must be balanced with the principle of the unique child and educators’ professional confidence in advising parents on appropriate next steps.

This need for clarity and early support is particularly relevant for children with SEND. As Birth to 5 Matters reminds us, some children are especially vulnerable at times of transition. Deep knowledge of your cohort, combined with an understanding of the local context, enables educators to meet children and families where they are.

Effective transition practice keeps families informed and involved, recognises different communication needs, and acknowledges that transition does not stop once a child starts school. Joint transition planning, accessible communication and clear signposting are especially important where families may need additional support.

Ultimately, supporting transitions into school is not about preparing children to ‘fit’ school expectations. It is about working collaboratively with families to build confidence, continuity and belonging, so that transitions become positive, empowering experiences for children and families alike.

Recognising that readiness for school is a process and not an event, our new Transitions Toolkit, Moving on up, provides comprehensive guidance on supporting the transitions children make in the early years, with a particular focus on starting school.

The toolkit is designed to help early years providers to identify and support children through critical elements of transition, and develop action plans to promote good practice in this area.

Purchase your copy today at EYA Central: tinyurl.com/EYAtransitionstoolkit.