Positive Relationships: Transitions - Rosie starts reception

It's impossible for me to grasp, but apparently my baby girl is due to move from nursery to 'all day stay-for-lunch school' in September. The excitement she feels about starting reception at Barnby Road Primary is down to the experiences she has gained in nursery, the warmth of the practitioners, the friendships she has made, the emotional safety and security provided - and because we have heard they have custard for pudding.

During her time in nursery, Rosie's knowledge of phonics, letter formation and number has developed enormously. Yet for me, the more pressing task for the nursery practitioners was to enable her to feel safe and confident in her first school experience. This has been accomplished through interesting experiences coupled with caring, intelligent teaching. Rosie has been taught to be an equal member in a class setting - a lesson that will see her and her peers safely on to the important next step.

ESTABLISHING ROUTINE

Children crave routine; it symbolises security. The nursery's daily rituals have certainly become a treasured and important part of their day. Each morning the children self-register before sitting calmly in their group. They have songs for the beginning of the session and a 'goodbye' song. They have music to prompt 'tidy-up time', and crowns for those who have done so well. These small, simple elements of the session offer reassuring predictability and familiarity.

WHAT DID YOU DO TODAY?

The activities, visitors and excursions have demonstrated creativity and an ability to 'think outside of the box', along with energy and enthusiasm to provide an appealing curriculum to inspire young minds.

Different areas of learning have been approached holistically. When studying ice, the children painted with ice, had a grit lorry driver to visit and played related games in PE. Like the rest of the school's pupils, they have visited and planted at the school allotment and seen the chickens that wander freely around the site.

PARENTS AS PARTNERS

The nursery provides detailed newsletters, outline planning and calendars regularly. Parents are encouraged to use an onsite community room as well as the school outdoor areas after school hours. There are evening classes on offer for adults in languages and fitness. The school perceives its role as central to building a real community.

TRANSITION TIME

This month, Rosie will find out who her teacher will be and will have a chance to meet them on 'moving-up day', when she will also get the chance to have a keenly anticipated school dinner! Such days are common practice, but as they demand huge amounts of organisation, they demonstrate that careful and considered planning is being given to transitions.

POSITIVE PEERS

Before Rosie started nursery I failed to appreciate that, to children, it is peers and playtimes that can determine their emotional well-being. Before attending nursery her only friends were my friend's children. Now she has formed firm friendships, and this has been a crucial step in her becoming an integral part of the setting.

ON REFLECTION

As a teacher, I have found Rosie's time in nursery has given me plenty of opportunity for reflection on my own practice. I haven't taught since becoming a parent, and when I return my teaching objectives and priorities will be different in their entirety, not least because of my experience this year. All too often in teaching, the pressure for outcomes and attainment can begin to outweigh our heartfelt desire to provide positive, happy, enriching care.

As an early years teacher I rarely stopped to consider how young these children are, how this may be their first experience away from their parents and how the primary role of the practitioner is to ease and manage this crucial emotional period.

We have now outgrown our home and plan to move. If this means Rosie leaving her school, I hope that the skills and confidence she has acquired there will have a resoundingly positive impact on her wherever she goes.

RECOMMENDED READING

'An Encounter with Reggio Emilia' by L Kinney and P Wharton offers inspiration on involving families

'Bringing the Montessori Approach to Your Early Years Practice' by B Isaacs offers ideas for child-centred teaching methods and activities

'Starting School' by J and A Ahlberg is a classic for parents and teachers to share with children in this transition

'On the other side' by Phoebe Doyle (Nursery World, 3 December 2009).