With the increased focus by the DfE on Reception, it was perhaps not surprising to see Transition come under the spotlight. The most recent Kindred Squared School Readiness Report once again identified that a significant number of children are starting reception with a higher level of need in a range of developmental areas, including self-care and PSED. Of concern is that despite the introduction of the Best Start Family Hubs, the situation is not improving, with inequalities becoming embedded across multiple regions.
April 2026 saw the publication by the DfE of Getting Children Ready for Reception and Supporting a Smooth Transition into Reception, each highlighting what schools, early years settings and families can do to ensure children have the best possible start in Reception.
At Early Excellence we have long spoken for the need for schools and settings to see transition as a Process, not an Event, and for the need to strengthen relationships between schools and settings.
For us transitions are all about relationships, with endings and beginnings; each of which brings an emotional context for all involved. If we reflect on our own transitions, e.g. moving to a new town or starting a new job, the things which perhaps cause us the greatest anxiety are not only related to practical needs, but the emotional needs – who will I talk to, who will support me, how will I fit in? In essence we are ending one relationship and beginning another – a challenging process for adults, which is why we should be in awe of how so many young children do it so successfully!
We always need to ensure that at the heart of all transition processes we place the child. However, the DfE guidance reminds us that we need to also ensure that adults are fully involved too – stressing that transition is a shared journey for both children and parents. Not forgetting that schools and settings are also passengers on that journey too
Exploring the DfE Guidance
In an attempt to address the limited national evidence on how schools and early years settings plan and deliver transition into Reception, the guidance draws on the practice of 10 schools and 4 private, voluntary and independent (PVI) settings in England. In this small sample the schools had sustained good level of development (GLD) outcomes and established effective relationship-based approaches to transition. Similarly, the PVIs included in the guidance were known to be working closely with their local Stronger Practice Hubs and had been identified as contributing successfully to transition into reception.
The guidance identifies 3 foundations of successful transitions
1. Strong relationships with families
Building trust with parents early is crucial. Schools that engage families before children even start see stronger outcomes.
What works:
- Face-to-face contact and informal conversations
- Clear, jargon-free communication about expectations
- Listening to parents’ concerns (e.g. toileting, separation anxiety)
- Offering practical support and reassurance
2. Effective partnerships with early years settings
Children do best when schools and nurseries work as one joined-up system, not separate stages. We should be building upon prior learning, not constantly starting again – arguably an issue not just in the Early Years but throughout the education system.
Effective collaboration includes:
- Sharing detailed knowledge about each child
- Joint planning and professional development
- Visiting settings and observing children in familiar environments
- Aligning routines, expectations, and teaching approaches
3. Early identification of needs
In line with many other recent publications from the DfE, the guidance highlights the need to support children with SEND.
Spotting and supporting needs early—particularly SEND or developmental gaps—makes a huge difference.
This means:
- Sharing information across settings early
- Planning support before children start school
- Distinguishing between developmental delay and additional needs
- Working with families and specialists
Transition is not a one-off event
As we have consistently stressed, the report also emphasises that transition is a process, not a single moment. It found that the most effective schools:
- Start engagement with families well before offer day
- Use the summer term as an active preparation period
- Plan structured, progressive transition activities
- Maintain contact with families and settings over the holidays
What helps children settle quickly
The guidance recommends that during the first weeks of Reception, the focus should be on belonging, routine and relationships. It suggests that successful approaches include:
- Prioritising emotional security and attachment to key adults
- Building on familiar learning from early years settings
- Offering language-rich, play-based environments
- Encouraging peer relationships and friendships
- Supporting emotional regulation through stories and discussion
The guidance also encourages schools to avoid “double transitions” (e.g. long staggered starts), which can create confusion and delay settling.
Supporting parents: the overlooked factor
Parents often feel anxious about their child stating schools and may want clearer guidance on what “school readiness” actually means. The guidance suggests that schools and settings can help by:
- Giving practical advice early (e.g. routines, sleep, independence)
- Providing consistent expectations across nursery and school
- Creating opportunities for questions and conversations
Additional resources to support this can be found at the Starting Reception website and at local Best Start Family Hubs
Transition will always be a unique experience for each child and family, with schools and settings needing to adapt processes as appropriate. However, what has been shown, is when schools, settings and families work collaboratively we can help make each step of the journey a positive one for all.
Reflections
- Have you created a clear, shared vision that transition is a process, not an event?
- How early do you begin building relationships with families?
- How well do you build on prior learning, rather than starting again in Reception?
- How effective are your processes for identifying needs early, including SEND?
To further support you and your team, take a look at our Senior Leader Reflection Tool on Transitions.
Information
The full DfE guidance documents can be found here
The Kindred Squared School Readiness report can be accessed here.
Join us for our Senior Leader Briefing to hear the latest national updates and practical guidance on supporting your youngest children and those working with them.