: Professional Conversations Part of ‘The Power of the Prime Areas: Ensuring a Smooth Transition into Year 1’ blog series.
—
Blog
Professional Conversations
Part of ‘The Power of the Prime Areas: Ensuring a Smooth Transition into Year 1’ blog series.
Share on:
by Exchange Research School at Don Valley Academy
on the
Louise Stanton
Louise Stanton is the passionate and dedicated Headteacher of Waverley Academy, with a career in Early Years and Primary Education spanning over 19 years. She is committed to ensuring quality first teaching for all pupils, underpinned by research-informed practice and a relentless focus on equity and excellence.
Nicky Turner has worked in the early years sector for over 25 years in a variety of roles including Senior Local Authority Advisor, Children’s Centre Teacher, Early Years Leader, SLE and currently Early Years Primary Lead for Astrea Academy Trust. Nicky has extensive experience and expertise in the mobilisation of evidence based research projects to raise outcomes for children living in socio economically challenged areas.
A successful transition from Reception to Year 1 relies heavily on strong professional conversations between the Early Years and Key Stage 1 teams, involving both teachers and teaching assistants. These collaborative discussions are essential for ensuring continuity in children’s learning and wellbeing. At Waverley Academy, the Reception teacher plays a key role in this process by sharing detailed insights into each child’s development — highlighting where they are within the Early Years Foundation Stage (EYFS) framework and whether they are working towards, meeting, or exceeding a Good Level of Development (GLD). In turn, the Year 1 teacher actively supports and contributes to these GLD judgements, fostering shared ownership of the transition process. To deepen this understanding, it is valuable for the Year 1 teacher and TA to spend time in the Reception classroom towards the end of the summer term, observing the children in their familiar environment and beginning to build relationships. Furthermore, schools must prioritize ongoing professional development for teaching assistants, equipping them with consistent strategies — such as phonics coaching in Read Write Inc. and the use of Teacher Toolkit techniques — to reduce cognitive overload for children by ensuring unified, familiar approaches across year groups. Consistency, communication, and collaboration are key to securing a transition that feels seamless for both staff and, most importantly, the children.
You can read more mini-blogs in ‘The Power of the Prime Areas: Ensuring a Smooth Transition into Year 1’ series here:
