Education professionals: how to plan for a successful transition

Big transitions such as starting school or moving to a new room in nursery are exciting, but can also feel daunting for children, their families, and the staff supporting them. A smooth transition doesn’t happen by chance, it’s built through clear communication, shared expectations, and plenty of time for everyone to get to know one another.  With thoughtful planning, we can help children and staff feel secure, confident, and ready for what comes next.  

Here are some practical strategies for supporting a successful transition: 

1. Start early

When we start early, we give children the chance to build relationships, understand new routines, and practise the skills they’ll need in their next environment. 

New staff need time to get to know the child beyond their paperwork. Education, Health and Care Plans (EHCPs) are essential, but they don’t show personality, strengths, or what brings the child joy. 

Encourage new teachers, teaching assistants, and SENCOs to visit the current setting, observe routines, and see how the child is supported day to day. This helps them understand what already works well and what needs to continue. 

2. Plan visits

Visits to the new room or school should start small and be led by adults who are aware of the child’s needs. For some children, a quick peek and a wave might be enough at first. Others may be ready to explore straight away. 

Gradually increase the time spent in the new space, introduce key staff, and use familiar activities to build confidence. All visits should have a clear plan, activities should be adapted and/or differentiated as needed and any necessary equipment should be taken on the visits.

3. Use visuals to support understanding

Visuals can help children with Down syndrome to process what’s happening now and what’s coming next. This might include: 

• A clear visual timetable. 
• Step-by-step activity breakdowns. 
• Photos of new staff, rooms, and routines. 
• Simple sentence strips for communication. 

These tools reduce uncertainty and help the child be more independent. 

4. Create meaningful transition resources

Transition books and “All About Me” booklets give new staff a quick, friendly way to understand the child. These might include: 

• Photos of key people and places. 
• Likes, dislikes, and motivators. 
• Any health or sensory information. 
• The type and level of support usually provided. 

These resources help staff see the whole child, not just their needs, but their strengths, interests, and personality. 

5. Support independence wherever possible

Independence looks different for every child, but it’s always important to encourage and provide plenty of opportunities to practice. Think about: 

• Putting on coats or managing bags. 
• Toileting routines. 
• Wearing glasses or hearing aids. 
• Managing uniform fastenings. 
• Lining up, tidying up, or moving between activities. 

Small steps now can make a big difference, especially if the child is transitioning from nursery to primary school.  

6. Keep communication open with families

Families often feel the emotional weight of transitions just as much as children. Sharing photos, vocabulary lists, or simple updates helps everyone feel connected and reassured. 

Some settings also use a ‘conversation diary’ – a scrapbook with a photo and a short sentence written as if by the child. It can be an effective way to support memory, communication, and the link between home and the setting.  

Helping every child feel ready for what comes next 

Ultimately, transitions aren’t just about moving rooms or starting school, they’re about nurturing a child’s sense of belonging so they can learn, participate, and thrive. With the right planning, children can move into their new room or start school feeling secure, understood, and excited for the year ahead. And you don’t have to do it alone; we have compiled a wealth of transition resources and support to help you feel confident and prepared.