Evidence Led Practice

Getting children ready for Reception: supporting effective transition

Starting school is a significant milestone for children and families. The quality of transition arrangements shapes children’s early experiences of education and can impact their perceptions of school for years to come. The Department for Education's document Getting children ready for reception: supporting effective transition provides guidance to schools and early years settings, including childminders, in working with parents and carers to support children’s transition into reception.

In this document, published in April 2026, the DfE has adopted a case study approach to explore how transition is planned, delivered and experienced at a local level across a range of geographic and community contexts. It draws on the practice of 10 schools and 4 private, voluntary and independent (PVI) settings in England. The schools were selected for their sustained good level of development (GLD) outcomes, and their coherent, relationship-based approaches to transition. The PVIs selected are working closely with their Stronger Practice Hubs and are known by them to contribute successfully to transition into reception.

Three essential foundations are identified as:

  • Working closely with families
  • Strong partnerships across early years settings and schools
  • Early identification of needs and timely support

These are underpinned by seven key messages:

  • Start early and think of transition as a continuum
  • Prioritise early relationship building with families and early years settings
  • Make communication 2-way and practise active listening
  • Use clear, strengths-based language
  • Plan purposeful, progressive transition activities
  • Strengthen support for staff through focused continued professional development (CPD) and shared best practice
  • Prioritise inclusion from the outset, across all settings

Each of the four chapters provides information and guidance, supported by practice case studies, under these headings:

  • Supporting families
  • Deep reciprocal partnerships with early years settings and schools
  • Transition as an all-year process
  • Ensuring children want to keep coming to school

“This strong practice document supports schools and early years settings (including PVI providers and childminders) to strengthen their approach to transition into reception by sharing examples of effective practice and practical considerations drawn from across the system. It is intended to help all educators involved in children’s early education reflect on how they plan for, deliver and sustain high-quality transition arrangements that meet the needs of every child and family.”

The document is also supplemented by the companion webpage Supporting a smooth transition into reception, an ‘at-a-glance’ guide which highlights ‘practical ways early years settings, including childminders, and schools can work together to support children as they prepare to start reception.’

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