At CJ’s Little Pickles we recognise that young children will experience many transitions in their early years; some of these planned and some unplanned. We are sensitive to the impact of such changes to children and this policy sets out the ways in which we support children going through these transitions.
Some examples of transitions that young children and babies may experience are:
• Starting nursery
• Moving between different rooms within the nursery
• Starting school or moving nurseries
• Family breakdowns
• New siblings
• Moving home
• Death of a family member or close friend
• Death of a family pet.
Staff are trained to observe their key children and to be sensitive to any changes in their behaviour and personality. We respectfully ask that parents inform us of any changes in the home environment that may impact on their child so staff can be aware of the reasons behind any potential changes in the child’s behaviour.
Starting nursery:
We recognise that starting nursery may be difficult for some children and their families. We have a settling in policy to support the child and their family.
Moving room’s procedure:
When a child is ready to move to a different room in the nursery, we ensure this is a seamless process in which the child is fully supported at all stages.
Child’s key-worker to discuss with the next room when a child is approaching the time to move rooms the present key worker to discuss this with the parent. This will most likely be around a month before the move.
How the Transition works:
• The children frequently visit their new room, this may during our quieter days, to access an experience in that room; such as when we have chick eggs so they become familiar and more comfortable with the inevitable upcoming changes.
• The initial visit is done with the present key worker where possible.
• Children only move rooms when they are ready; this is based upon their developmental stage, practitioners, parents and the child.
• Key persons visit their new key children in their room and then the children visit their new rooms to increase their familiarity.
• Wherever possible groups of friends will be moved together to enable these friendships to be kept intact and support the children with the peers they know
• Where required transition aids can be used by staff to remind the children where they are moving.
Starting school or moving childcare providers:
Starting school is an important transition and some children may feel anxious or distressed. We will do all we can to facilitate a smooth move and minimise any potential stresses. This following process relates to children going to school. However wherever possible, we will adapt this process to support children moving to another childcare provider e.g. childminder or another nursery.
• We provide a variety of resources that relate to the school, e.g. uniform to dress up in, a role play area set up as a school classroom. We plan circle times to discuss any worries or answer questions the children may have.
• We invite school representatives into the nursery to introduce them to the children
• Where possible we plan visits to the school with the key person. Each key person will talk about the school with their key children who are due to move to school and discuss what they think may be different and what may be the same. They will talk through any concerns the child may have and initiate activities or group discussions relating to any issues to help children overcome these
• We produce a report on every child starting school to enable teachers to have a good understanding of every child received. This will include their interests, strengths and level of understanding and development in key areas. This will support continuity of care and early learning.
Other early years providers:
Where children are attending other early years settings or are cared for by a childminder we will work with them to share relevant information about children’s development.
Where a child is brought to nursery or collected from nursery by a childminder we will ensure that key information is being provided to the child’s parent by providing the information directly to the parent via WhatsApp.
Family breakdowns:
We recognise that when parents separate it can be a difficult situation for all concerned. We have a separated families’ policy that shows how the nursery will act in the best interest of the child.
Moving home and new siblings:
We recognise that both these events may have an impact on a child. Normally, parents will have advance notice of these changes and we ask parents to let us know about these events so we can support the child to be prepared. The key person will spend time talking to the child and providing activities that may help the child to act out any worries they have, e.g. through role play, stories and discussions.
Bereavement:
We recognise that this may be a very difficult time for children and their families and have a separate policy on bereavement which we follow to help us offer support to all concerned should this be required. If parents feel that their child requires additional support because of any changes in their life, we ask that you speak to the nursery manager and the key person to enable this support to be put into place.
CJ