An effective and positive transition to school ensures that teachers know each child and family which ensures continuity of learning that meets the academic and wellbeing needs of all children. This work supports the delivery of the Plan for NSW Public Education to create better transitions between early education and primary school. An effective and positive transition to school ensures that teachers know each child and family which ensures continuity of learning that meets the academic and wellbeing needs of all children.

Transition to primary school guidelines

The Transition to primary school guidelines (PDF 2.8 MB) offer best practice policy advice and practical, evidence-based strategies to help schools support children in making the best start to their learning.

The transition guidelines support schools to:

• implement quality, evidence-based transition practices
• unpack what is and isn’t an appropriate orientation program
• engage in whole school transition planning that engages children and families, local early childhood service providers, other professionals, and the community and
• consider how to implement inclusive and culturally safe transition practices.

Please use this form to provide your feedback. We welcome and encourage your ideas and insights.

Transition program guidance

Any transition to school program should aim to orient children to the school environment and support school staff to build relationships with the future cohort of children. This includes:

• the school team learning about each child’s prior knowledge and dispositions for learning by collaborating with key stakeholders in children’s lives, such as families, early childhood services, and allied health professionals
• building children’s familiarity with school routines including areas they will visit
  • This may include bathrooms, play areas and classrooms as well as recognising sounds such as the school bell.
• supporting children to develop positive relationships with various key staff at the school
• implementing age-appropriate pedagogy and curriculum not a ‘push-down’ Kindergarten curriculum such as teaching Early Stage 1 syllabus content
• supporting families in developing an understanding of learning during the early years of primary school.

Duration

Transition programs should be short-term and include a variety of strategies. The recommended duration without parents/carers onsite is up to approximately 50 hours in total across the year in 2–3-hour session blocks. If parents are onsite with their children, there is no cap on the number of hours.

Enrolment

• An attendance register of children participating in any transition session is required to be maintained.
  • Children attending a transition program on a school site can be enrolled up to a certain point via Enrolment Registration Number (ERN).
  • Enrolling children provides up-to-date contact information to ensure parents/carers are readily available at all times that a child is attending a transition program.
• Any transition session by schools should only be for children who will attend school the following year.
  • Children can start Kindergarten at the beginning of the school year if they turn 5 on or before 31 July of that year.
  • By law, all children must be enrolled in compulsory schooling by their 6th birthday.
  • Schools should not include 2–3-year-olds in these programs.

Reflecting on current transition practices

As well as the 'Transition to primary school guidelines ' the department has developed other tools to assist schools to reflect on current transition practices.

Access the strong start four-part animation series which supports school leaders and teachers to understand and reflect on how tailored, evidence-based transition practices lead to positive outcomes for children’s start to school. These practices are informed by guidance in the guidelines.

Planning for effective school transition

The Transition to primary school guidelines include a range of appendices and tools which may support schools when planning for effective transition to school strategies.

• Appendix A – enrolment of students for transition to primary school program (PDF 183 KB)
• ⁠Appendix B – transition to school risk assessment scaffold (PDF 218 KB)
• Appendix C – sample transition timeline (PDF 382.8 KB)
• Appendix D – transition to primary school yearly activities (PDF 125 KB)
• Appendix E – individualised transition plan meeting agenda (PDF 129 KB)
• ⁠Appendix F – children with additional needs meeting agenda (PDF 114 KB)
• Appendix G – transition to school statement meeting agenda (PDF 128 KB)
• Appendix H – individual transition plan template (PDF 211 KB)
• Appendix I – transition practices checklist (PDF 124 KB)
• Appendix J – transition to primary school planning tool (PDF 152 KB)
• Appendix K – transition to school programs self-assessment tool (PDF 143 KB)
• Models of approaches to transition programs (DOCX 3.1 MB)
• Guidance on bus transportation for transition programs (DOCX 325 KB)
• What does a strong start to school look like? (PDF 512 KB)
• Transition to school digital statements
• Social narratives

Implementing a playgroup

The following tools can support schools when starting a playgroup on a school site.

• Implementing a playgroup on a public school site (DOCX 3.57 MB)
• Playgroup information for families (DOCX 845 KB)

Transition conversations in early childhood and primary school settings

Contact your local primary school and feeder Early Childhood centres using these sample email and phone scripts.