The Birmingham Transition Approach
The “Birmingham Transition Approach” has been developed by a group of Early Years professionals in Birmingham, committed to improving children's outcomes through a consistent transition approach.
From September 2021, a group of professionals committed to improving children's outcomes through a consistent transition approach have been meeting to develop the "Birmingham Transition Approach".
The workgroup has included health, Early Years and Schools Inclusions Support Teams, Private Voluntary and Independent providers, childminders, schools, nursery schools, family support, The Virtual School, Birmingham Education Partnership, and Developing Local Provision school consortia reps and parents.
Good Transition
Early in the process, it was agreed that we would ensure a good transition process for all children if we could achieve a child-centred transition process for children with additional needs.
It was also decided that one consistent approach across Birmingham would make communications between providers easier. Therefore, a lot of time was spent agreeing on the most helpful information to share.
Working Group Reflections
Kate Pritchard from Hollywood Primary School was part of the working group:
Being part of this transition working group has been so interesting. I have considered so many different aspects of transition and how many professionals can be involved in children's early lives. I have enjoyed the professional discussions we have had as an early years workforce.
The impact of successful transitions will have a huge impact on children’s attitudes toward school, relationships with peers and adults, characteristics of effective teaching and learning which in turn will improve outcomes for children as they become young adults.
Transition is not an event; it is a process and should be carefully considered to enable all children to thrive in your setting. For most children and their parents, starting school is a big life event. It is a time of mixed emotions and where first impressions are central to the relationships we form in those early days. Communication between all stakeholders is vital in order for children to settle in a new setting/school.
Attachment theory knowledge and good Early Years Foundation Stage (EYFS) practice should inform how settings prepare for the children and parents. Julian Grenier suggests that 'Partnership with Parents' is an important aspect of his Seven Features of Effective Practice and that parents may need support with transition just as much as their children do.
I often spend time every summer term when the school placement lists are available thinking about what we can do for children and their families in the run-up to September. We do lots of transition in our Reception classes, but I know there may be other opportunities that we may not have considered and also, there are some children across this city that may not have effective or smooth transitions. I have joined this group so that all children get the same opportunities using a research-based, multi-agency approach to transition.
What an exciting time to be part of EYFS in Birmingham!
What Next?
The working group has created a number of resources for parents and providers, including a transition form and transitions guidance notes for providers, as well as resources for parents. These resources are available to download for free from the EYFS page of the BEYN website.
In addition, citywide workshops facilitated by the Early Years Consultants are being provided throughout the remainder of the Summer Term, with District Network activities also focusing on supporting transition arrangements.
Find out more and book your free place on one of our Transition Workshops here.
As stated by Kate above, transition is not a one-time event, therefore the workgroup will continue to promote and strengthen the resources for parents and providers next year, so do keep checking the EYFS pages for updates.