B Cador: December 2017
TRANSITION at Wrenbury Primary School
At Wrenbury Primary school, we see our school being part of a child's whole educational journey.
Before a child arrives at Wrenbury, the EYFS lead works closely with Wrenbury Pre-school, a charity run early years setting on the school site.
All our new starters in EYFS in the past two years have come through this external provider.
Transition into EYFS 2 involves:
Transition into Y1 involves:
Meetings between the EYFS teacher and the Y1 teacher (where there is a change of teacher) to share information on the whole child: academic and wellbeing. Where the GLD has not been met or a child is at exceeding at the end of EYFS this is used to inform next steps into Y1.
Transition from KS1 into KS2 involves:
Meetings between the Y2 teacher and the Y3 teacher to share information on the whole child: academic and wellbeing. Where a child has not met the expected or has achieved greater depth at the end of Y2, discussion focusses on what the child can do and the child's next steps.
Transition from KS2 into KS3 involves:
. -Meetings between the high schools (Malbank / Brine Leas) and school taking place in the Spring term to discuss SEND children and children who may find transition to high school emotionally challenging. Arrangements are put in place to offer extended transition opportunities; these are during the summer term for morning sessions.
This allows children at Wrenbury to be 'high school ready' by the time they leave the school at end of 6.
The learning journey through Wrenbury:
Once a child has started their learning journey at Wrenbury and being part of a small school, they are given many opportunities to engage with and get to know all the staff. Weekly well-being lunch clubs for all our children from YR-Y6 enable staff to get to know children beyond their teaching and learning year group. Transition meetings take place at the end of each year as the children move through school. Focus is based on the progress of the child during the year, their strengths and areas that may need support in the forthcoming year. In some cases, children are taught by the same teacher for more than one year or the teaching assistant moves up with the children for a consecutive year to provide continuity for the children and to secure their well-being. Alongside this, regular work moderations at the start of staff meetings allows all teachers to have clarity of where a child is academically and what the expectations are for that child as they move through school (continuity and progression) allowing for a seamless transition year on year.
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