Transitioning to New School Years

We know that there will be some concern and worry from parents and families whose children are embarking on important education milestones, including those transitioning to key early years and school years.

These important transition points include:

  • Children transitioning into nursery
  • Children transitioning from nursery to reception
  • Children transitioning from Infant school (year 2) to Junior school (Year 3)
  • Children transitioning to secondary school (year 6 into year 7)
  • Pupils transitioning from secondary to post-16 education

Normally, children would take part in a number of ‘transition’ activities that their school will co-ordinate to make the jump from one year group to another a little easier, such as taster days with their new teacher/class, work books to sample their new lessons and so on.

Due to the ongoing pandemic, unfortunately these normal activities are unlikely to have gone ahead in their normal format, however schools alongside the council’s Transition team have been working hard to offer alternative transition activities for your children, including virtual tasters and at-home work books depending on the year your child is transitioning to.

You’ll find specific year group information below, designed to help you prepare your child with tips and guidance, but if you still have concerns about your child’s transition, please do not hesitate to contact your child’s school directly, or alternatively, you can speak to a member of our Transitions team by contacting them at

Transition stages

Advice for children starting Nursery

Please download the following documents for information:

Transition in Early Years
Download (22KB - DOCX)
Starting Primary School
Download (2.45MB - PDF)

Advice for children transitioning from nursery to reception

Please download the following document for information:

School Readiness
Download (425KB - PDF)

Advice for children transitioning from Infant school (Year 2) to Junior school (Year 3)

All infant and secondary schools along with the council have worked together to consider how best to support families during these uncertain times and whether your child is moving to a new building on the same site as their infant school or moving to a completely separate junior school both you and they may be feeling nervous or have questions that you need answering.

Due to the current pandemic their move will look different this year but be reassured that both the council and your child’s school are working closely together so that your child has a comfortable move.

Advice for children transitioning from primary school (Year 6) to secondary school (Year 7)

All primary and secondary schools along with the council have worked together to consider how best to support families during these uncertain times. A virtual transition offer has been created, as well as our 'Flying Start' transitions workbook which you will be receiving more information about shortly, which will support transition to all mainstream secondary settings in the coming months.

Every child going to a mainstream secondary school will receive a hard copy of the transition workbook delivered to their home with information on how they can access their allocated secondary school google classroom for transition.

If they are in school, then their teacher will be able to support them to complete the booklet and access their classroom.

Specific information about your child’s current school or the school they will be attending in September can be found on each school’s website.

Advice for young people transitioning from secondary school to post-16 education

Post-16 Choices in Doncaster
As you may know, young people who are leaving school at 16 are now required to stay in some form of education or learning up until (at least) their 18th birthday.

The post-16 options available to them include:

  • Full-time education (for example at a school, college or training provider)
  • An apprenticeship or traineeship
  • Part-time education or training combined with one of the following: employment or self-employment for 20 hours or more a week, or volunteering for 20 hours or more a week.

You can find out more about this on the Raising the Participation Age page.

Information on Post-16 Providers in Doncaster

If you are already planning on attending a post-16 education provider such as a sixth form, college or an apprenticeship, those providers will contact you to discuss your transition into your next steps, or alternatively we would recommend you contact them directly with any queries around transition.

Doncaster Post 16 Provider Information
Download (21KB - XLSX)

Tips and Guidance to Transitioning to Post-16 Education During the Corona Virus Pandemic

The impact of corona virus MAY affect your chosen route or post-16 education provider and it’s important that you or your family makes contact with them to check whether there may be any changes. Here are some further tips we encourage you and your family to take note of:

  • If you have an apprenticeship or traineeship organised for next year, it is strongly advised that you contact your provider/employer as soon as possible to confirm that your placement is going ahead and to confirm the arrangements for your studies
  • Make sure that you have a ‘back-up plan’ in place - for example, if your apprenticeship is no longer going ahead, make sure you contact your training provider to discuss another option or think about other routes into your chosen pathway, such as college. Where some ‘work-based’ training has been postponed due to the corona virus, training providers are currently working to offer alternative, interim training where possible. It is therefore strongly advised to contact your provider to discuss this and if necessary, arrange a back-up option.
  • If you are uncertain about next steps or your Post-16 destination, talk to your Careers Advisor at school at the earliest possible opportunity.
  • If you need further information, contact your school’s Careers Advisor in the first instance or alternatively, Doncaster Council's Participation and Transition Service on 01302 862150 (10am-4pm). More information about this service is available on the Participation and Transition Service webpage.

Further Information

For more information to help you make your decision, visit one of more of the following:

SEND transitions

My child has been allocated Early Intervention Allowance (EIA) at their current setting, will this continue in their next setting or school?

The locality Area SENCO will work in partnership with you, your child’s current setting and the new setting or school to decide whether continuing Early Intervention Allowance would be beneficial for your child in their new setting/school.  The new setting/school is able to apply for ‘Continuation of Early Intervention Allowance’ if appropriate.  More information about this is available on the local offer

My child has been identified as possibly having a Special Educational Need and/or Disability.  The setting have referred to the Early Years Inclusion Team for support. What will this involve?

A locality Area SENCO will contact the setting/school to arrange an initial visit. During the visit the Area SENCO, will role model activities, strategies, provide recommendation to the practitioners, and agree an action plan for future support. The school/setting will inform you prior to any visits taking place and the outcome from the visits.

How will my child be supported to transition to their next setting or school?

Careful preparation and planning will be implemented to support children with Special Educational Needs and/or Disabilities to ensure a smooth and robust transition to their new setting/school.

The locality Area SENCO in partnership with you, your child’s current setting, their new setting/school and any service partners such as Educational Psychology will arrange a transition meeting. This meeting will enable information sharing including current support and next steps thus ensuring that the new setting/school has everything in place to welcome your child, meet their needs and effectively promote their learning and development.

It helps children if parents:

  • Talk with them about what is going to happen
  • And/or use visual supports to sequence events, such as pictures of the school, playground, environment, staff and school uniform.
  • Encourage them to ask questions or share a social story
  • Encourage them to talk about any concerns they may have
  • Listen carefully to their concerns and consider sharing them with other relevant people
  • Help them to become familiar with the new school or setting, revisiting transition booklet.

My child has involvement of a Speech and Language Therapist (SLT), what will happen when they transition into their future setting/school?

Speech and language services will continue to support your child in their future placement. It will be agreed with the Speech and Language Therapist whether their support will be a clinic appointment or within the child’s future placement, or in some circumstances both.

Will my child need support from an Educational Psychologist (EP)? Who are they and what do they do?

Educational Psychologists work with children, parents, schools, pre-school providers, other education settings and health and care agencies.  They apply the principles of the SEND Code of Practice to help improve outcomes for children and young people and to enable them to achieve the best they can in life. They promote the inclusion of all children and young people in the life of their school and in the local community.

My child is awaiting an Autism Assessment and at present attends an Early Years provision without any additional support. The future placement has said that my child will need support. How will this be provided and who provides it?

Your child’s future placement has a number of options with regard to funding. For example, requesting EIA if appropriate/High Needs funding, more information about this is available on the Local Offer.

My child is not toilet trained; will my child be able to start school?

Yes, your child can attend school, the Equality Act 2010 states that schools must not discriminate against or disadvantage disabled children or those with special educational needs. A delay in achieving continence - or not being toilet trained - is considered a disability.


Last updated: 25 August 2020 17:08:35