Transition is not a single event, but an ongoing process that begins well before children start school and continues into the early weeks of Reception. When schools, early years settings and families work in close partnership, sharing meaningful information and building consistent relationships, children are more likely to settle quickly, engage positively and thrive.
DFE Guidance- Getting Children Ready for Reception
DfE published guidance Getting children ready for Reception: supporting effective transition on 16 April 2026.
Our transition pathways outline the carefully planned journey we offer to support children and families through each stage of transition at Waddington All Saints Academy. From early communication and building strong relationships with families and settings, through to planned visits, shared information and ongoing support, our approach ensures that every child feels confident, secure and ready for their next step. By viewing transition as a continuous process, we create a consistent and nurturing experience that supports children to thrive both in Reception and as they move into Year 1.
At Waddington All saints we value and see partnership with early years settings as essential.
To access our Early Years Transition Information document, click on the link below.
We place a strong emphasis on sharing clear and meaningful information with parents as part of our transition process.
Our am is to share information with our families to helps them to support their child in developing confidence, communication, independence, relationships and emotional security.
By keeping parents well-informed and involved, we have found that children feel more secure, settled and ready to learn.
Some children may need additional support to ensure a positive and successful transition into Reception. Our approach focuses on early identification, careful planning and strong communication with families.
We provide targeted and specialist support where needed, working closely with parents and Early Years settings. We have found that clear and consistent communication, particularly over the summer term, helps to reduce anxiety for both children and families.
Our transition process includes inclusive and early planning for all children. By identifying additional or emerging needs early — including SEND — we are able to respond to individual needs early, put the right support in place in a timely way, leading to smoother transitions.
