While it is easy to focus on the children making the transition from pre-school or nursery into school, parents too may need support. First-time parents are suddenly faced with the prospect of choosing schools for their offspring and getting used to the idea that their 'baby' has grown up.
For nurseries and pre-schools, supporting parents might start much earlier on in the year, when parents are faced with making a choice as to where to send their child. In areas with great competition for places at popular schools, parents quickly become panicky about getting their child into the 'right' school. This can lead to a tense atmosphere among parents, that can affect the children too.
For Cherryl Ward, deputy manager at the Young Sussex Nursery in Bexhill, being on hand to listen to parents' worries is part of her job.
'We try to be available and help parents talk through their concerns,' she says. 'Quite often, parents just need someone to reassure them. When schools have been allocated, parents also want to find out whether their child will have any friends there. If we know that children are going to be in the same school or class, we quietly try to help those children get to know each other.'
Once into the summer term, the focus on transition often begins in earnest.
It is usual in most areas for reception teachers to meet children in their nurseries and pre-schools and to arrange for the children to visit. This is essential, as Cherryl says. 'Our children love having the reception teachers in. They play with the children and get to know them. We also use it as an opportunity to share our records.'
Trish Longmire, Foundation Stage manager at St Mary's Star of the Sea in St Leonards, explains how they help with the transition. 'About four years ago, we looked closely at how we were supporting parents and children. In addition to home visiting and seeing the children in their nurseries and pre-schools, we introduced a five- session induction programme. Parents bring their children into school for five consecutive weeks for about an hour at a time. The parents have a talk in the hall, while the children experience our play curriculum.
'Over the five weeks, parents will get to meet members from the team while their children become used to playing with us and each other. The aim is to create a family, where the parents know us and each other and feel confident about their child being with us.'
At first glance, this may seem a time-consuming approach, but Trish stresses the benefits. 'The response from parents is marvellous. It gives plenty of opportunities to get to know us and ask us any questions or raise concerns. I don't think that some parents would find it easy to do this after one or two visits.
'It also pays dividends when the term begins. The children settle in extremely quickly as they recognise us and of course each other.
'The Foundation Stage recognises that we should be working in partnership with parents. I feel this can only happen if we build a good relationship with them from the start.' NW
