Glen Education Aspendale North

School transition

By Glen Aspendale North Educational Team

At Glen Aspendale North Kindergarten, we believe that the transition to school is not something that begins in the fourth term of the year, but rather starts much earlier, right from the moment children enrol in our service.

We understand that the journey to school readiness is a gradual process that begins long before children step into a classroom for their first day of school. This process involves a holistic approach to child development that nurtures not only academic skills but also emotional, social, and cognitive growth. From the point of enrolment, our focus is on laying a strong foundation for school readiness, which includes fostering a love of learning, building self-confidence, and helping children develop their critical social and emotional skills necessaryf or a smooth transition into formal education. We work closely with families to understand each child's individual needs and strengths, ensuring that they are supported in a way that is both nurturing and empowering.

Our programs are designed to be progressive, building on each child's previous experiences, and scaffolding their learning in a way that makes the transition into school feel like a natural next step. We also focus on developing key skills such as independence, self-regulation, communication, and problem-solving, all of which are essential for a successful start to school. In our daily discussions, we help children recognise and express their emotions-whether happy, sad, frustrated, or calm-through engaging experiences like songs, gestures, and creative activities like dance, drama, pretend play and encourage children to understand and express their feelings, including anger and sadness, in healthy ways.

To address emotional needs, we explore strategies like deep breathing exercises, sensory tools, water play, and heavy work activities, ensuring we meet each child's unique needs. We also emphasise body autonomy and respect for boundaries through songs and role-playing, teaching children to advocate for themselves with phrases like, "Please stop, I don't like it."

To further support transitions to school, we have introduced the "How Does the Engine Run?" program, which helps children understand their energy levels and emotions through a car analogy. This program, alongside activities like meditation, yoga, and sensory play, fosters emotional regulation, social interaction, and physical development, creating a safe and supportive environment for learning and growth.

Additionally, our weekly music and playball incursions contribute to the development of a growth mindset and key learning dispositions such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination, and reflexivity (EYF Outcome 4). Our weekly visits from Julie our music teacher and Victor our playball instructor, have been a welcomed experience for our little learners. The children have thoroughly embraced fun and enjoyment with music and playball. These opportunities have provided the children with the opportunity to experience other teaching styles outside our Glen community, which in turn provides them with the opportunity to experience and explore the world in which they live. (EYF Outcome 1.2, 2.1 and 3.2).

We have observed children persist through challenging tasks, using positive self-talk to overcome problems or setbacks. These experiences have also fostered an inclusive environment where children, regardless of gender, age, culture, or ability, feel safe to participate and are supported in their learning journey.

Working in partnerships with the local schools is an important step towards positive transitions for all children. We have been working collaboratively with Aspendale North Primary School and St Louis Primary School on a number of occasions throughout the year.

Earlier in the year the Acting Principal from Aspendale North Primary School, Tom Pearce, visited our kindergarten to share story time with us all and to build some connections with the broader community. Tom asked the children if they knew where they would be going to school in the following year. He spoke about the siblings he knew that attended his school and how special it will be when it is their turn to go to school. The children asked Tom many questions and also shared a lot of information about themselves with him. This was such a valuable visit where the children felt very comfortable sharing conversations and stories. and Tom kindly brought along a few books to share with the children. We all loved hearing the story and adventures of one very cheeky pug. The children thought it was quite amusing.

In term 3, we walked the children down to Aspendale North Primary School and joined in the prep classroom for story time, followed by an activity where the foundation students supported the kindergarten children to complete an art experience. For some children this was a little confronting being in unfamiliar surroundings with unfamiliar people, but it was short lived as they began to form bonds with their new buddies. We then headed outdoors for a play in the foundation areas equipment and play space. This is another important step for our transitions, as the children were able to use the area with a much smaller group of children. This gave them the opportunity to get a feel for the equipment and work out how to climb whilst remaining safe, with the additional support of our teaching team.

Another school we have been working in collaboration with for a few years is St Louis Primary School. Angela Healy the Foundation Teacher is often on the phone working out dates with our staff for the school children to pay us a visit or for the kindergarten children to visit the school. Our last visit from the St Louis children was for Book Week. This was a fabulous opportunity for the kindergarten children to work alongside the grade 5's and 6's in a number of activities, outside and inside. It was lovely to witness the school children taking our children under their wings and reading them stories, helping with puzzles, drawing or sharing the painting easel, just to name a few.

Towards the end of term 3 there were a number of phone conversations with Angela Healy and Clara Young who is also a Foundation Teacher, to discuss children that had been enrolled in their school for 2025. Information sharing plays such an important role in communicating between the pre-school and the local schools. Over the last few weeks Angela has also been in constant contact with Kate our Educator, to work on class lists for 2025, so the children will feel comfortable and have familiar faces nearby to help ease their transition into the school environment. We work collaboratively with each child's teachers in school and other professionals to ensure a successful transition and support continuity of learning. Through visiting the local schools and letting children experience what school truly feels like, this can give them a sense of belonging and comfort in their new surroundings. By continuing these partnerships with the local schools, we are providing opportunities for children to build trust, support, nurture children's ongoing learning, development and wellbeing, whilst also building a sense of connection for their next journey.

In addition to our school visits, we set up a school area in our kindergarten room. This was a huge success. The children loved dressing up in the different school uniforms, packing their school bags and pretending to head off to school together with their friends. We observed the children as they joined their friends at the school table and dramatically role-played the beginning of their school day. They appeared to be at ease in the new environment and shared their school experience with enthusiasm and curiosity. Many of the children revisited our school area daily to practice writing letters, make books and sometimes to be the teacher of the classroom for the day. (EYF Outcome 5.2).

Our families also play an important role in their child's transition to school. We encourage families to share their thoughts and concerns with us by:

Asking questions about what to expect in the school environment and understand how they can support their children at home.
Seeking their knowledge and perspectives, expertise about their child's unique needs.
Developing transition plans that are comprehensive and responsive to each child's needs. e. g. each child's knowledge, skills and wellbeing, so learning can build on their strengths and interests.

We continue to make sure parents and children are supported through informal discussions. Even the most confident child can have difficulties with the transition into school. It can bring on anxieties, concerns and worries as they move away from the familiar surroundings of the kindergarten environment and take the next step of their educational journey.