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POLICY ON Transition 


Successful transition processes are very important for our children, parents/caregivers, whãnau and teachers. We create an environment that empowers children and gives them a great sense of belonging by developing strong, reciprocal relationships with them and their parents/caregivers & whãnau. We ensure that the children have the age appropriate tools and skills needed to make a seamless and positive transition to the next stage of their learning journey.


Settling into a new centre and transitioning from one room to another, or from our centre to school, can be unsettling for both the child and parents. Research shows that poor transitions can disrupt a child’s learning. Children cannot learn effectively if they are not feeling safe and comfortable. Therefore, we must ensure that children, parents/caregivers & whãnau are comfortable and feel welcome in our environment.


1.Transition from home to Midcity

  • We strongly encourage parents/caregivers of new children to take part in our transition process as we believe it is very important for the child to feel a strong sense of belonging to our Centre.
  • A key teacher will be allocated to welcome and support new families and children beginning transition visits.
  • The child’s cultural background will be valued and respected in the transition process.
  • For the child's transition visits, parents/caregivers will be encouraged to stay with their child until they feel the child is settled. They will also be encouraged to leave their child for short periods of time during the transition process so the child learns that their parent/caregiver will come back for them and that they are happy and safe in our care.
  • Parents/caregivers & whãnau are encouraged to phone the centre or visit in person whenever they want to so they know their child is being well cared for.
  • At the beginning of each day a teacher will welcome children and parents/caregivers to the Centre. They will have opportunities to speak with teachers each morning and afternoon to keep informed of their child’s day.
  • Teachers will record any special instructions the parents/caregivers want for their child’s care each day.
  • All children must be brought into the centre. No child may be dropped in the entrance way.
  • Teachers must be informed when the parent/caregiver is leaving, and they must sign the daily Sign Sheets at every drop off and pick up.
  • Teachers know each individual child and will be aware if they get upset when the parent/caregiver leaves, and will ensure extra comfort and attention is given if needed.

2.Transition to another room within Midcity

  • Transitioning between rooms is based on developmental readiness, availability of spaces and consultation with parents/caregivers & whãnau. Parents/caregivers are notified and kept informed about the likelihood and timing of any space becoming avaialable.
  • During a child’s transition, information including the child’s name, date of birth, parent’s names and allergies, as well as individual care rituals and likes/dislikes are exchanged between the new and existing teachers.
  • Individual Health Plans are shared and reviewed if needed.
  • Parents/caregivers will be asked to fill out the Transition Form and discuss their aspirations for their child with the new teachers.
  • In preparation for a transition, teachers support children for success in their new environment by doing regular visits to the room that the child is transitioning into. These will include meals, play times, mat times and sleeps.
  • Any blanket/cuddly/security toy can be brought from home to help with the transition.
  • Teachers will take time to introduce parents/caregivers & whãnau to the teachers in the new room that their child will be transitioning into.
  • We will do everything we can to ensure a smooth transition for our children. If a child needs more time to make the transition easier, we will do everything we can to ensure this happens. Their sense of belonging and happiness is our number one priority.

3.Transition from Midcity to school

  • We will endeavour to provide our Kindy children with the tools and skills they need to prepare them for school. Children’s dispositions are strengthened so the children are confident and competent learners.
  • Children are encouraged and supported to develop their independence, self-help and care skills, including looking after their own belongings, toileting and dressing.
  • Children are given responsibility in group situations and are encouraged to take responsibility for themselves and their actions.
  • Children are provided with experiences in which they can choose their own learning journey in an interesting, challenging environment, alongside teachers who support them to extend their learning.
  • We support parents/caregivers to arrange school visits for their child, and will do our best to accompany transitioning children visiting their new school.
  • We will endeavour to provide evidence of where the child is at in their learning journey to share with their school teacher. Our ‘Ready for School’ Learning Story is aligned with the school curriculum.