Supportive arrangements for transition to school for children and their families.
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Information about the setting
Montgomery preschool is an English medium setting providing early years education and childcare hours for three- and four-year-olds. It is situated in the village of Montgomery. The setting rents the Activity Centre located next to the local primary school, and is managed by the headteacher of the local primary school, who is the responsible individual, and the governors of the school.
Context and background to the effective or innovative practice
The setting’s vision is: Happy, independent and confident children’ – who have a sense of belonging and feel part of the community.
In line with its vision, developing very strong relationships with families to support the children throughout their early education is very important to the setting.
The engagement with families and the feeder schools is highly effective in supporting all children to successfully transition to school.
Description of nature of strategy or activity
Montgomery preschool recognises that a smooth and supportive transition from preschool to primary school is crucial for each child’s emotional well-being and future learning success. Its approach to transition is carefully planned and continuously refined based on feedback from parents, receiving schools, and the children themselves.
Transition support for children and their families begins early and involves multiple layers of support, planning and intervention. The following practices form the core of the setting’s current transition model.
Practitioners observe children and report to parents regularly throughout the year. This allows them to identify areas for support early and tailor transition planning accordingly.
Preschool children are gradually introduced to school life through attendance at assemblies, sports days, and special events. These experiences help them build confidence and feel like part of the wider school community before their first official day.
For the children who transition to the main feeder primary school, practitioners run regular “Transition Wednesdays” during the summer term. These sessions give children time in the primary school environment. They wear school uniforms, meet their new teachers, enjoy school dinners, and take part in class experiences while still supported by their familiar preschool staff. These sessions build familiarity, resilience, and independence.
For the parents and in partnership with the local primary school, the setting hosts open mornings where families can meet the foundation learning staff and explore the school environment. Families have individual meetings (in-person or via Teams) with the setting leader and the class teacher together to share concerns, ask questions, and discuss practical matters like uniforms, routines, and support. These discussions ensure that the child’s needs, interests, and learning style are well understood before their first day and parents are confident about their child’s transition. Each child receives a comprehensive transition report highlighting their strengths, progress, and any areas requiring continued support. This report is shared with both the family and the school.
The setting’s active social media page showcases daily learning experiences, special events, and transition experiences. This ongoing visibility helps parents feel connected and reassured, and it gives them talking points to discuss with their children at home.
What impact has this work had on provision and children’s standards?
Children leave the setting feeling confident, excited, and well prepared for the next stage of their learning journey. Parents consistently report high levels of satisfaction with the transition support, noting how well informed and emotionally prepared their children feel. Receiving schools have also expressed appreciation for the detailed reports and collaborative communication, which contribute to a smoother start in Reception.
How have you shared your good practice?
The setting has shared its practice with its advisory teacher, who has shared with other settings in Powys.