This study set out to provide an evidence base concerning the effectiveness of the transition from the Foundation Stage (which applies to children aged three to five years) and Year 1 (for children aged five to six).

Key findings

The findings suggest that there are some issues that present challenges for children, staff and parents during children’s transition to Year 1.

• Teachers said that they were able to manage the transition, but felt that some areas remained problematic.
• Interviews with children highlighted the influence of the curriculum and pedagogy on children’s enjoyment of learning
• Parents wanted more information about transition. They wanted to know what would be expected of their children, so they could help them prepare for Year 1.
• The case-study schools had adopted a variety of strategies aimed at smoothing transition. These tended to focus on three areas: induction of children into Year 1; continuity of practice between Reception and Year 1; and communication between staff, parents and children.

Sanders, D., White, G., Burge, B., Sharp, C., Eames, A., McEune, R. and Grayson, H. (2005). A Study of the Transition from the Foundation Stage to Key Stage 1. (DfES Research Report SSU/2005/FR/013). London: DfES.