Using the action areas–planning for transition
Each action area has a series of reflective questions. Descriptors explaining the intent and scope of the action areas are provided to support decision-making.
There is no order of priority to the action areas. Schools may choose to focus on one action area to refine their practice in response to an identified need.
Alternatively, schools may decide to use a suite of strategies that relate to several action areas. Schools prioritise the actions that will deliver the most effective transition outcomes and the best return on investment for their community.
Schools can use the
supporting successful transitions inquiry guide to support their decision making about which action areas are relevant to their context and communities.
Strengthening transition practices
Every school and community is unique, requiring a customised transition-to-school strategy.
supporting successful transitions: school decision-making tool is designed to help schools maximise their readiness to meet the needs of all children and families through strengthening their approach to transition and selection of transition-to-school strategies.
The tool, through the 5 action areas outlined above, guides schools to reflect on current transition practices and identify opportunities to plan and implement targeted, evidence-based actions.
supporting successful transitions inquiry guide will assist schools to use the decision-making tool to identify, plan and implement transition strategies and practices that meet the unique needs of their community.
The process for strengthening transition practices
Using the decision-making tool and inquiry guide, schools can follow a 4-step process to reflect, plan, act on and review their transition practice:
Step 1: Assess current transition practice
In this step of the
supporting successful transitions inquiry guide, schools reflect on their current practices and approaches to strengthening transitions.
School reflections can be shared and collaboration can begin with transition partners, including early childhood services and families, to determine what is working well for children, areas for priority action and longer-term aspirational goals.
Step 2: Plan collaboratively to assess strategies based on data
Community data gives an overview of the strengths and needs of children in the area. Using available data, schools can collaborate with early childhood services, community agencies and stakeholders to identify specific priority actions for the school cohort.
The assembled evidence informs discussion between schools and transition partners to establish a shared view of children's strengths and needs, and identify opportunities and barriers to effective transitions.
Step 3: Develop and implement a transition plan
Schools determine the most effective way to implement identified strategies, including refocusing procedures and practice, communicating change and reviewing approaches to monitoring outcomes.
Publishing information about transition-to-school practices on the school website will inform families and community partners.
Step 4: Measure the effectiveness of your transition plan
By embedding the transition actions into school planning documents, schools accept accountability for delivering on identified strategies and the achievement of outcomes.
Schools may choose to report to the school community on the success of their transition strategies through ongoing monitoring and analysis of data. Schools can share transition strategies with their networks or partnership groups in the local area.