The transition from nursery up to school represents an exciting, purposeful stage in each child’s educational journey. At Minerva Primary School, we believe that growth requires carefully supported challenge, and that change, when framed positively, becomes an opportunity for learning, empowerment, and confidence‑building.
We firmly believe that all children benefit from progressing with their peers and being taught in line with age‑appropriate expectations. Through Relational Policy and Practice, Quality First Teaching, and thoughtful adaptation, we ensure that every child—regardless of starting point—receives the provision they need to thrive.
To support a smooth transition from Reception into Year 1, we create multiple opportunities for children to experience Year 1 routines and interact with Year 1 staff well before September. Transition days allow children to spend extended time in their new classroom, explore the learning environment, and begin forming relationships with their new teacher. We also use shared school experiences, such as assemblies, shared story times, and mixed‑class activities, to help children gradually build familiarity with the Year 1 team and the wider school community. These positive interactions help reduce anxiety and support a sense of continuity and excitement about moving into Key Stage 1.
A key aspect of our transition process is the detailed and structured handover of assessment and pastoral information. Reception and Year 1 teachers meet to discuss each child’s Early Learning Goal outcomes, phonics progress, writing samples, and mathematical understanding. They also review children’s learning behaviours, SEND needs, and any relevant contextual information such as parental engagement or safeguarding considerations. This depth of knowledge ensures the Year 1 team has a full understanding of each child’s strengths, areas for development, and preferred ways of learning, allowing them to plan personalised starting points from day one.
To support children’s readiness for more formal learning, we operate a gradual adjustment to classroom structure throughout the Year 1 Autumn and Spring terms. In September, the Year 1 timetable intentionally mirrors aspects of Reception practice, with ½‑day models, extended periods of continuous provision, and opportunities for child‑initiated learning. This approach ensures children are not met with a sudden shift in expectations. By January, the amount of formal whole‑class learning gradually increases, supported by routines that have been intentionally built over time. By April, children are generally ready for a fully formal timetable, although key children continue to receive personalised scaffolding, targeted interventions, or adapted routines to ensure their individual needs remain central. This phased model ensures a developmentally appropriate progression into Key Stage 1 while protecting children’s wellbeing and learning success.
Thursday 25 June, 2:30pm – New parents’ meeting
Thursday 2 July, 1:45 – 3:00pm – Stay & Play session 1
Thursday 9 July, 1:45 – 3:00pm – Stay & Play session 2
Week 1 (7 – 11 Sept): children attend school from 8:55am to 12:00pm, and will go home for lunch. School staff will carry out home visits in the afternoons.
Week 2 (14 – 18 Sept): children attend school from 8:55am to 1:00pm and will eat lunch in school. Staff will complete any outstanding home visits in the afternoons. (It would be reviewed at this stage if any children need to continue with adjusted hours or if they are ready for full time hours)
Week 3 (21 Sept onwards): children will spend full days at school.
