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Promoting Successful Transitions for Disadvantaged Children

This article explores the importance of a good start and effective practices in supporting disadvantaged children during transitions. It emphasizes the need for positive talk, planning ahead, building secure relationships, and allowing for a settling in period. The article also highlights the significance of parental involvement in home learning, effective communication with parents, and high-quality provision in early years settings. Additionally, it discusses school readiness and the indicators of children's progress. The article concludes by discussing the use of Pupil Premium and Early Years Pupil Premium to support disadvantaged children.

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Promoting Successful Transitions for Disadvantaged Children

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  1. Transitions A good start is vital for those children who may be disadvantaged to catch up

  2. Time to reflect…. What is your current practice?

  3. In the most effective practice… • Keep talk about transitions positive • Recognise it as a process not a one off • Plan ahead and allow time • Build secure relationships • Allow for a settling in period

  4. A parent’s perspective…

  5. Home Learning ‘Interaction between a parent and child in a way that enables the child to learn.’

  6. Time to reflect…. What is your current practice?

  7. In the most effective practice… • The Leadership of the setting acknowledges the importance of helping parents with learning at home and has a culture that finds practical solutions to difficulties. • All staff are confident to talk to parents about their child’s learning and what the parents could do at home for their child. • Face to face communication is the main method of communicating with parents. • Parents are invited into the setting/school. • Effective use of the Early Years Foundation Stage (EYFS)

  8. High Quality Provision Amongst other measures the chances of children attending a good or better early years setting in disadvantaged communities is less likely than in more affluent areas (Unknown children – destined for disadvantage?, Ofsted, July 2016)

  9. School Readiness – What does this really mean? • To recognise their own name • To speak to an adult to ask for needs • To be able to take off their coat and put shoes on • To talk in sentences • To open and enjoy a book Courtesy of Sir Michael Wilshaw 2013 Is it? • To sit still and listen • To be aware of other children • To understand the word no and the borders it sets for behaviour • To understand the word stopand that such a phrase might be used to prevent danger • To be potty trained and be able to go to the loo

  10. Time to reflect…. What is your current practice?

  11. Pupil Premium/ Early Years Premium

  12. How to use your Pupil Premium/ Early Years Pupil Premium https://educationendowmentfoundation.org.uk/evidence/teaching-learning-toolkit/

  13. How does your school compare?

  14. EYFSP data 2016-2017 ‘The early years foundation stage profile will remain statutory for the 2016 to 2017 academic year’

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