Policy: Transitions

This policy covers our approach to all transitions within a young child's life. These could be within school but also represent big changes in his / her private life and we need to be positive and there to support them move through these changes

Key Points:

  • Managers need to book in room transitions via the transitions calendar on their Google calendar accounts and ensure that they have a) consulted parents b) transferred information between the two key worker teams c) prepared the transition form for the new key worker to fill out with the parents
  • Nursery managers should also book the child into the new room via EY Man's scheduling function to assess impact on ratios well ahead of time by using the footsteps icon in the children's section of EY Man. It allows you to bulk allocate children to new key persons in their new room ahead of any transitionary date and communicate to parents the new allocation in good time
  • Parents should be invited to attend the transition on the same basis they attended their child's settle. This is not mandatory but preferred as they will meet their new key worker team
  • All other transitions with future schools need to maintained in line with policy - confidentiality is maintained unless permission is provided and early years profiles / learning journeys and developmental and safeguarding data will be handed on in line with our partnership policy


At Hatching Dragons we recognise that young children will experience many transitions in their early years; some of these planned and some unplanned. We are sensitive to the impact of such changes to children and this policy sets out the ways in which we support children going through these transitions.

Some examples of transitions that young children and babies may experience are:

  • Starting nursery
  • Moving between different rooms within the nursery
  • Starting school or moving nurseries
  • Family breakdowns
  • New siblings
  • Moving home
  • Death of a family member or close friend
  • Death of a family pet.

Staff are trained to observe their key children and to be sensitive to any changes in their behaviour and personality. We respectfully ask that parents inform us of any changes in the home environment that may impact on their child so staff can be aware of the reasons behind any potential changes in the child’s behaviour.

Starting nursery

We recognise that starting nursery may be difficult for some children and their families. We have a settling in policy to support the child and their family.  

Moving rooms procedure

When a child is ready to move to a different room in the nursery, we follow the process set out below and work with the parents to ensure this is a seamless process in which the child is fully supported at all stages. This may include a handover meeting between the existing key person, new key person and parents.

  • The child will spend short sessions in their new room prior to the permanent move to enable them to feel comfortable in their new surroundings
  • The child’s key person will go with the child on these initial visits to enable a familiar person to be present at all times
  • Parents will be kept informed of all visits and the outcomes of these sessions e.g. through photographs, discussions or diary entries
  • Only when the child has settled in through these taster sessions will the permanent room move take place. If a child requires more support this will be discussed between the key person, parent, manager and room leader of the new room to agree how and when this will happen. This may include moving their key person with them on a temporary basis.

Starting school or moving childcare providers

Starting school is an important transition and some children may feel anxious or distressed. We will do all we can to facilitate a smooth move and minimise any potential stresses. This following process relates to children going to school. However wherever possible, we will adapt this process to support children moving to another childcare provider e.g. childminder or another nursery.

  • We provide a variety of resources that relate to the school, e.g. uniform to dress up in, a role play area set up as a school classroom, photographs of all the schools the children may attend. This will help the children to become familiar with this new concept and will aid the transition
  • We invite school representatives into the nursery to introduce them to the children
  • Where possible we use other ways to support the transition to school, e.g. inviting previous children from the nursery who have moved on to school to come back and talk to the children about their school experiences
  • They will talk through any concerns the child may have and initiate activities or group discussions relating to any issues to help children overcome these
  • We produce a comprehensive report on every child starting school to enable teachers to have a good understanding of every child received. This will include their interests, strengths and level of understanding and development in key areas. This will support continuity of care and early learning.

Other early years providers

Where children are attending other early years settings or are cared for by a childminder we will work with them to share relevant information about children’s development. Where a child is brought to nursery or collected from nursery by a childminder we will ensure that key information is being provided to the child’s parent by providing the information directly to the parent via email or telephone.

Family breakdowns

We recognise that when parents separate it can be a difficult situation for all concerned. We have a separated families policy that shows how the nursery will act in the best interest of the child.

Moving home and new siblings

We recognise that both these events may have an impact on a child. Normally, parents will have advance notice of these changes and we ask parents to let us know about these events so we can support the child to be prepared. The key person will spend time talking to the child and providing activities that may help the child to act out any worries they have, e.g. through role play, stories and discussions.


We recognise that this may be a very difficult time for children and their families and have a separate policy on bereavement which we follow to help us offer support to all concerned should this be required. (See bereavement policy in Safeguarding Procedures)

If parents feel that their child requires additional support because of any changes in their life, we ask that you speak to the nursery manager and the key person to enable this support to be put into place.