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Parent – Teacher Partnership for Children’s Transition to School

This consultation explores the importance of a strong parent-teacher partnership in facilitating a smooth transition for children to school. The methodology involves gathering responses from preschool children, primary 1 children, parents, teachers, and support staff. The key findings emphasize the need for age-appropriate curriculum, improved information sharing, and resources for outdoor play. The conclusion highlights the significance of a meaningful partnership and outlines the next steps to enhance this collaboration.

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Parent – Teacher Partnership for Children’s Transition to School

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  1. Parent – Teacher Partnership for Children’s Transition to School

  2. Introduction • Background to the Consultation • Methodology • Results and Key Findings • Conclusions • Next Steps

  3. Background to consultation • Local Transitions work • International Transitions Group • Pilot work • Links with Department of Education

  4. Methodology • Three schools ( with nursery school attached) and one voluntary playgroup selected • Three sets of questions developed • “Voice of the Child” approach • Small groups of 2-3 children • Resources - The Box of Feelings, puppets and drawing

  5. Table of Responses

  6. Pre School Children • General observations • Age • Amendments to questions • Quality of answers

  7. Pre School Children • Summary of responses • References to practical activities • Main differences: • - Homework • - Big boys and girls • - reading books • - different classroom • - “Big School is bigger” • Support available

  8. Primary 1 Children • General observations • Age difference • Timing of consultation • Amendments to questions

  9. Primary 1 Children • Summary of responses • Change in curriculum • New surroundings • Main differences: • - desks • - “more work” • - Outside play • - snack time • “I love homework – you get to colour in” • Support networks – friends, parents, support staff, teachers

  10. Parents • General observations • Importance of smooth transition • Personal experience • Experience v first time • Significance of age • Experience and views of the transition process • Major role for parents • No remit for change

  11. Parents • Suggestions for improvements: • - support network • - Information booklet • - Curriculum based information • - Reporting structure • - Summer scheme

  12. Teachers • General observations: • Description of current process • Supporting good relationships • Willingness to build on partnerships with parents • Awareness of issues • Constraints to addressing issues

  13. Teachers • Issues highlighted: • - Restrictions on outdoor play • - Resources • - Large numbers • - Toilets and dinner hall • - Play time • - Priority within school

  14. Support Staff • Highlighted issues • Important role in supporting and comforting • Parents role • Priority within school policies • Awareness of budget constraints

  15. Conclusions • For children: • - Age • - Curriculum • - Physical environment • For Parents: • - Information • - Involvement

  16. Conclusions • For Teachers / Support Staff • - Support • - Resources • - Meaningful Partnership

  17. Next Steps • 6 session training programme completed with practitioners • Focus on Partnership with Parents • Findings: • Support • Additional Training • Clarity of roles • Commitment to process from all stakeholders

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