FSFRebecca

We all know that feeling of starting something new: a bit excited, probably quite anxious about where everything is and what is expected of us, worried about not knowing people, the nervous butterflies in the stomach that can range from a flutter to a full flip! Some of us will take this in our stride, lots of us will try to, and for others it is a really unpleasant experience. We ask children to do this every year as they move from Reception to Year 1. They might not be moving very far geographically – just up the corridor – but without careful thought being put into this transition it might end up seeming to them like being parachuted into another, rather worrying, world. You may be thinking ‘haven’t we been here before?’ The answer is, yes, we have. Back in 2004, Ofsted conducted a report called Transition from the Reception Year to Year 1: an Evaluation, which in part looked at ‘the management of transition, including planning for curricular continuity, assessment and recording, communication with parents and the induction of pupils.‘ During the intervening years, we have had the introduction of the EYFS in 2008 and revised versions of both the early years curriculum and the changes to the National Curriculum in 2014. Most recently, we have had Ofsted’s Bold Beginnings in 2017, examining the learning in a sample of Reception classes and how prepared children are for Year 1. It isn’t any wonder, then, that transition from Reception to Year 1 is still a hot topic. What do we already know? Our knowledge of child development and of the curriculums should inform our practice as we prepare for transition. Child development research tells us that the step up the corridor from Reception to Year 1 does not mean a change in how children learn. There are very few differences in learning characteristics between a 5, 6 or 7-year-old (Fisher) – although if you are a 5, 6, or 7-year-old you will be very clear that another year makes you infinitely more worldly-wise! We also know that a developmental change does happen at around 7 years of age: ‘All of the child development literature that concerns children of this age says that the key changes in children’s development come around the end of Year 2 when they approach the age of 7’ (Fisher). So the child that leaves Reception at the end of the Summer term is developmentally ready to learn in the same way as the child that arrives in Year 1 at the start of the Autumn term. The curriculum, however, is not the same. The change in the educational road map that takes place for children at age 5 was highlighted by the National Foundation for Education Research (NFER) in 2006 in Making a Successful Transition to Year 1: ‘The main challenge was posed by the move from a play-based approach in the foundation stage to a more ‘formal’ and ‘structured’ curriculum in Key Stage 1.’ It was referred to again in Ofsted’s Bold Beginnings in 2017: ‘Reception and Year 1 teachers agreed that the vital smooth transition from the Foundation Stage to Year 1 was difficult because the early learning goals were not aligned with the now increased expectations of the National Curriculum.’ Linking together how children learn with the shift in what they are learning needs to be part of ‘good transition’. What is ‘good transition’? We can only cover this big question in bite-sized, food-for-thought mouthfuls here! The main ingredients for good transition are ‘start early’ and ‘communicate’. Bryce-Clegg writes ‘Effective transition takes time and is a process rather than an event’. This process starts in the Autumn term when children arrive in Reception and is built on through the year. Everyone has a hand in it – Senior Leadership, teachers, support staff, parents and children: ‘Transition is a whole school issue’ (Oxfordshire Transition Pack for Schools). This is where communication comes in: Reception and Year 1 staff need to understand what happens in each other’s classrooms; parents need information, so they know what experiences their children are having; and children need to be heard so their needs can be met. Staff With so much for staff members to do through the year, focusing on transition can slip down the list of priorities. This is where planning comes in – it is much easier to make something happen if it is already in the diary! Good transition is not just about what the children are doing. Staff need to plan their own transition route too. Evenly spread through the year this should include Year 1 adults visiting Reception to see how they learn and what this cohort is up to; some Key Stage staff meetings dedicated to training for Year 1 teachers in the Early Years curriculum, so they understand and can carry the how children learn into their own classroom; and time to look at the Reception assessment together, evaluating where the gaps are and shaping the Year 1 classroom around these in September (Bryce-Clegg). Year 1 teachers need to have time to share what the Key Stage 1 expectations are and to ask what they want and need to know about the children. Bold Beginnings stated, ‘Most Year 1 teachers spoken to said that the EYFSP provided only shallow and unnecessary information about a child’s achievements.’ This highlights the need for Reception and Year 1 teachers to be given time to share and talk about data so that it can be used positively to shape an engaging and tailored learning space for young children as they transition from Early Years to Key Stage 1. Parents and Carers Imagine being a parent who goes from a learning experience for their child that includes their thoughts and invites their observations to one where they no longer make contributions or are not invited to share their experiences regularly. This can be quite a shock! Getting parents involved in transition is key to reassuring them and their children. Once again, we come back to communication and starting early. The parents who took part in the NFER research said that communication was the key to positive transition for them and their children. Start the transition conversation with parents in the Autumn term of Reception. If you are re-evaluating your transition planning this may begin with a consultation with parents (Fisher), or it may be a leaflet that sets out what transition is going to look like this year (Bryce-Clegg). There should then be regular points of contact each term, such as a section in the Reception class newsletter about what transition preparation the children and staff will be up to. As the end of the year approaches, invite parents into school to visit a Year 1 classroom and meet the staff. Bryce-Clegg suggests ‘set it up as it will be on point of entry to Year One. Have lots of examples of Year One children’s work to share to celebrate progress and attainment.’ You may also wish to have a separate information meeting for parents and carers to ask questions. Parents will now be armed with lots of things to chat with their children about over the summer holidays. Happy parents will help to bring happy children to Year 1 in September! Children Children have their own ideas about moving on: ‘When asked what they thought it would be like in Year 1, children said that Year 1 would be quite different from Reception. Phrases such as ‘work’ and ‘hard work’ were common’ (NFER). I wonder how positive those children felt about this prospect! We want our children to be challenged as they move up into Key Stage 1, but we also want them to be inspired and look forward to this challenge. ‘The brain freezes at times of stress. It is alert to the tension and the fear and cannot apply itself to anything beyond those primal emotions ‘(Fisher). A brain that is frozen is not one that can learn! Children who don’t know the adults around them and who have visited their new classroom, which seems to them to be all tables and chairs, only once before the summer holidays (a lifetime ago if you are 5), are much less likely to arrive at school in September with a skip in their step. They need adults they know in a space that looks very familiar. ‘For children entering Year One, the more the environment, resources and routines are as they were in Reception, the easier the transition will be’ (Bryce-Clegg). If Year 1 staff have been making regular visits to Reception, and if some time has been given to training and assessment analysis then children will already be comfortable about the adults and their new classroom will be set up to reflect how they learn. Part of the planning for good transition should include child-centred activities, starting in that all important Autumn term in Reception. Regular story swaps, a joint Reception-Year 1 project, a ‘sneak peek’ at the Year 1 classroom when they’re not there (e.g. when they are in the hall doing PE) all help build familiarity and confidence through the year. Plus, they are great fun! Some children are particularly vulnerable to transition, whether it is because of family circumstances or special educational or behavioural needs, and they will need extra support to help them feel secure about change (Fisher). Transition is so important to get right, for the wellbeing of young children and for their learning to thrive. It will be different for different schools and for different children. Like everything in education, there is no one size fits all approach. Be realistic about what you can achieve (Featherstone). Have a long-term plan and work towards this in manageable stages but remember to start early and communicate positively with everyone involved.

Under developed brains are bound to make mistakes! It is part of being a child to learn the what, how and when of life. Mistakes are normal but when a child repeatedly seems to struggle with simple things like engaging in an activity, being around other children, eating, toileting and having fun then we need to be extra curious about what might be going on for them. Children are all about connection and communication, their developing brains mean that they can generally only share and show their complex feelings, needs and thinking via their behaviour. We need to bear in mind that the brain is believed to finish developing towards the late 20’s for women and almost into the 30’s for men! Therefore, it shouldn’t be surprising that a 3 year old may well not have a clue as to why they pushed Jack over, or how Jack is now feeling. Likewise they won’t understand why they are being moved on to the sad, cloudy part of the behaviour chart! They will feel ashamed and a disconnection from the adult they depend upon, but little else. Why do children persistently behave badly? When children can master things, they do. Neurons in the brain wire together based upon the input from the outside world, especially from a child’s relational experiences. The brain and body organise based on key developmental ‘windows’ at certain times and the input they experience from those they are closest to. Once a child learns to walk they continue walking. Once they begin to talk, unless traumatised or shamed, they carry on talking. Once they master being able to wait for a turn, (many adults are still working on this) then mostly they will. Genes play a part in this but the quality and quantity of relational experiences are most important. If they could they would Children are predisposed to enhance their survival by getting on with others, especially those they rely upon for safety and nurture. If they keep pushing a child over, not sitting when asked to, refusing to pick up toys, getting very emotional about daily mishaps then we need to be curious not punitive. Why are they struggling so much? It helps to remember they are doing the best they can, and that “If they could they would.” Attachment research and theory shows that children are all about seeking connection with key caregivers. Secure attachment with a caregiver is important for a baby or toddler’s lifelong physical and mental well-being. When a child’s relational experiences cause them too much stress as there is an uncertainty about being ‘seen’ emotionally and physically they get overwhelmed and become prone to ‘toxic stress’. The quality and quantity of the interactions they have, or don’t have, with key caregivers will increase or decrease their anxiety levels whilst profoundly shaping their body and brain development. Many children who present with behaviours adults find difficult to accept are anxious children who are mostly in fight or flight. They need adults who are compassionately curious about what lies behind and beyond these presenting behaviours. Key questions are: · What do they need from me to help them feel safe? · When and what are they most stressed by? · What comforts them? · What is, or has been, happening for them? What do they need from us? Children need every one of their behaviours to be met with a compassionate response from the adults around them. Then they feel safe to learn and to show more of their needs and struggles. If a child is being emotionally and/or physically abused at home they may well be lashing out or be withdrawn, unresponsive and at times immovable. These can all seem like ‘challenging behaviours’ which can lead to a child being seen as angry, aggressive, sulky, one who doesn’t listen, stubborn … the list can be a long one. If we stand squarely in the space of what has happened to this child, or what is happening to this child then that is much more respectful and beneficial to them. After all, they can rarely tell us what’s wrong, they can only show us. Our job is to be curious and see their behaviour through a ‘compassion filter.’ The same goes for their parents or carers who may also be presenting with irrational, difficult, reactive or withdrawn behaviours that making forming relationships with them a real challenge. Again, be curious. · What are they afraid of? · What do they need to feel safe enough to begin to interact with you? Curiosity is the key To be able to access and stay in that space of ‘compassionate curiosity’ it is vital to have peers, supervisors and managers who are able to offer this freely. Working with children and their parents and carers is far from straight forward and takes a great deal of emotional and physical energy. No one can pour from an empty cup so this needs to be part of the ethos of an early years setting for everyone. What it can compassionate curiosity based care can look like in practice: For the fourth time in a row Emma takes a toy from another child. She is two and a half years old and Mum is worried she is not going to be good at sharing. The other child is crying and Emma seems unaware and is playing with the train she now has. You comfort the other child. At the same time check in with yourself and take a breath so you can be calm and compassionate with Emma. Check in with Emma, “Are you OK Emma?” You move towards Emma. “Was as it hard to wait for a turn with the train Emma? How are you feeling now? Shall we take a deep breath together? You breathe deeply saying “I’m feeling calmer now, how about you? Would you like me to rub your back Emma?” (It is likely she did get a sense of the other child’s distress so is stressed as well) Pause “Is it OK if I sit/lie near you?” “I think Sam might be feeling a bit worried now as the train she was playing with got taken away? What do you think? Does she look worried and may be a bit sad? How about you Emma were you getting worried you wouldn’t get a turn with the train?” “I wonder what we could do next time to help with all these big feelings about having a turn with the train.” Pause “May be you could look for a grown up to help you? Or, look for a toy to offer to Sam to play with?” Emma is 2 ½ years old so her capacity to verbally respond and intellectually process all of this will be limited but that is not the point here. What you are aiming at is building her awareness of her own, and of other’s feelings. Empathy is built in to a child’s brain through experiences of empathising and being empathised with. Over time Emma’s brain will wire up to be more able to wait as she eventually can sense her anxiety about ‘not getting a turn’ and learns that it will upset the other child to have a toy taken away. I have known very able 4 year olds who are very insightful about others feelings and their own because they have been through this process for all situations and behaviours. Connections are made between brain cells based upon repeat experiences which take time. It means as practitioners we have to be calm and ready to put the best possible meaning to a child’s behaviour and not a negative one. Working together As a setting and as a team it is important to have discussions about: · What it brings up for you to move away from consequences for behaviours · Whether you can ‘trust’ a different approach · How you will work with the children’s families to explain this · What you will need from each other to put this in place and sustain it as a setting Remember, “If they could they would”.