1 .Do children have consistency? Practitioners can work to maintain core features through the Foundation Stage. For example, time can be managed in reception classes along the same lines as in nurseries. Children's learning is not helped if fixed playtimes and assemblies constantly interrupt it.
2 .Is learning through play supported in all settings, as recommended in the Early Learning Goals?
3 .Have staff from all local settings within the Foundation Stage met to talk about planning within the new curriculum framework?
4 .Are records passed on from one provider to the next? If so, does the receiving practitioner spend time reading the records and take account of them in planning?
5 .Are parents and childminders asked for their views of each child's development?
6 .Do children have the opportunity to visit their new setting before they start?
7 .Do receiving staff have the opportunity to observe the child before transition, or talk to staff who have worked with the child?
8 .Are families involved in planning and assessment procedures in all settings?
9 .Are families clear about what their children's achievements are? If they receive good information about their child's development, it is easier for them to monitor progress and know when to raise concerns.
10 .Is full information on special educational needs for a particular child handed on when the child moves to a new setting?
