Education is one of the greatest gifts we can give. And it's our job as a public school system to ensure that all our students receive the best education possible.

One of the most crucial moments in education is the transition period from preschool to kindergarten. And as teachers, you have the privilege and responsibility to set students up for success from an early age. And that starts here with every learning activity you provide, with every book you read, and with every positive interaction you have with students and their families. Your work is vital in supporting young learners to make a successful transition to school.

That's why we've released strong and successful start to school transition guidelines for all primary principals and teachers. Additionally, the transition to school webpage contains resources that will assist schools to plan, implement, and evaluate the transition practices.

I hope that the use of those resources will ensure all children experience a successful transition into school. Finally, can I thank you all for your commitment to the children of New South Wales, and everything that you do to support their futures.

School readiness should focus on more than a child’s age and academic knowledge. Holistically, school readiness refers to ready children and ready schools, as well as the family and community’s readiness to promote and support the child’s transition.

Effective transition is about the whole school engaging to make sure children are well supported through the process. It involves collaborative partnerships with early childhood services, families and other professionals, including the transfer of information from one setting to another through the Transition to school statement. Effective transition practices also better inform teachers to assess children through Best Start Kindergarten Assessment.

Further information for parents is available at NESA’s transition to school page for parents.

Transition to school practices link to social justice, human rights, ethical behaviour and equal opportunity. All children should enjoy educational opportunities that support them to access, engage and participate in school and to achieve socially and academically.

Highly collaborative and more detailed transition planning is important for children with a disability and/or learning support need.

It is important that schools take action to support children and their families in identified equity groups during transition. These can include children who are EAL/D, High potential and gifted children, children from a refugee background or low socio-economic area, as well as children in out of home care.

High expectations are particularly important for Aboriginal children. An environment where Aboriginal children are able to feel strong and proud in their cultural identity is important to support a positive transition to school. Supporting connections with families, caregivers and community is especially important for Aboriginal people and crucial when planning transition.

• Belonging, Being & Becoming - the Early Years Learning Framework of Australia – the framework for all early childhood services across Australia. Its aim is to extend and enrich children's learning from birth to five years and through the transition to school.
  
• The National Quality Framework – includes a National Quality Standard for early childhood services around transition to school. Standard 6 focuses on collaborative relationships between early childhood settings and schools to support the continuity of learning and transitions for each child.
  
• Transition to school statement – NSW Early Childhood Education and Care Directorate is completed by a child’s early childhood educator and is sent to their new school. 
  
• The transition to school paper – CESE examines the existing literature on the transition from home and/or early childhood settings to primary school.
  
• Transition to school, communication and relationships – Kathryn Hopps, ECA unpacks a communication and relationship-based approach to transition to school
  
• The Continuity of Learning: a resource to support effective transition to school and school-aged care – Charles Sturt University's Educational Transitions: Continuity and Change Research team
  
• Starting school: a strength-based approach towards Aboriginal and Torres Strait Islander children ACER – provides an overview of the role of ‘resilience’ in an Aboriginal and Torres Strait Islander strengths‐based early learning context.