The transition-to-Prep is a time of great expectations for all involved and works best when the child, parents/carers, educators and relevant stakeholders work together to build relationships and develop open communication processes. This enables the child and their parents/carers to establish a strong and positive connection with the school.
Encourage parents/carers to enrol their child in their local state school and to make contact as early as possible to discuss the transition-to-Prep process. For children with disability, transition to Prep will begin well before the child starts school and continue into the first semester of the Prep year.
The school enrolment process is the same for all children. For students with disability, more detailed planning may be required to ensure a smooth transition to Prep. Schools work with parents/carers to obtain additional information regarding their child's needs and how this may impact their transition. Schools plan transition meetings in order to gather this additional information. Parents/carers may also request a transition meeting if this has not yet been organised by the school. Examples of transition resources and activities are provided in the School resources section below.
Schools facilitate this meeting to bring together parents/carers, early childhood education and care providers and other community agencies and services. Additional transition activities and support resources specifically aligned to the child's needs are discussed and put in place during these meetings. Communication with the family and the early childhood service providers may be identified as priority areas.
Schools use the information gathered to develop whole-school transition programs that are clear, relevant and achievable, and meet the needs of the diverse range of children entering Prep. Transition-to-Prep programs continue until children and families feel connected to the school so that they are engaged with and participating fully in the life of the school.
Schools begin to plan for and make adjustments in relation to education programs, services and environments to support the child during the transition period. Schools may also organise meetings with stakeholders, as nominated by the parents/carers, who are involved with the child to support the transition process.
Review and reflect
Schools seek feedback from parents/carers and stakeholders regarding the effectiveness of the transition program to inform and improve the next transition-to-Prep cycle.
Key elements: Transition to Prep for students with disability (DOC, 840KB)
The successful transition to Prep for young children with disability is characterised by the guiding principles of: knowing students and families, showing leadership, establishing trusting relationships, and using evidence to inform decision-making. Promoting a whole-school approach to inclusive practice is reflected in local school policies, in the culture of the school, in interactions with students and families, and in the decisions that are made to support student learning and development.
The learning environment
This online resource package was developed to support students with autism, however the information and resources are beneficial for teachers to consider for all students in their class.
Transition to Prep for students with disability: Classroom considerations for teachers (DOCX, 990KB)
This document focuses on inclusive pedagogical practices that will support the transition of all students to Prep. An inclusive classroom environment supports and optimises the learning of students through the intersection of multiple factors.