Vicky Grieg and Melanie Horn of RMS for Girls discuss the importance of ensuring a successful transition between nursery and prep school
Transitioning from nursery to prep is one of the most significant milestones in a young child’s early educational journey. While it marks an exciting period of growth and new experiences, it can also present challenges for children and their families. Understanding how to manage this transition effectively is crucial in supporting children’s emotional and social development, as well as their overall wellbeing.
Research consistently highlights that transitions in early childhood have a lasting impact. As Brooker (2008) observes: “Transitions in early childhood, such as starting school or moving between environments, have a profound impact on children’s emotional and social well-being”. These transitions can either foster resilience or increase anxiety and stress, depending on how they are managed”. Ensuring that these transition experiences are positive and well-supported can make a significant difference in how children navigate new environments and manage future transitions.
Equally important is the quality of adult support during transitions. Dockett & Perry (2014) emphasise that: “Children who feel supported and secure during transitions are more likely to develop positive relationships with peers and teachers, which supports their emotional development”. Building strong relationships early on, both with teachers and peers, helps children feel confident and valued. This can be fostered through regular visits throughout the year, the introduction of key teachers before the start of the school year, and familiar routines that provide continuity.
“Children are highly sensitive to their parents’ emotions and can easily pick up on feelings of stress or anxiety. Schools and early years settings can help by creating opportunities for parents to engage with their child’s new environment”
A key component in supporting this journey is ensuring a progressive and adaptive curriculum matched to the needs of the child. Educational settings should create a seamless flow between the different stages of early years development. By ensuring that learning is dovetailed, from nursery through to prep, settings ensure children can continue building on the skills and knowledge they have already acquired. This approach not only supports cognitive development but also gives children a sense of familiarity and security as they progress to more formal learning environments.
Parental engagement is another critical factor in a successful transition. Children are highly sensitive to their parents’ emotions and can easily pick up on feelings of stress or anxiety. Schools and early years settings can help by creating opportunities for parents to engage with their child’s new environment, whether through parent meetings, informal visits or consistent communication. When parents feel informed and supported, their children are more likely to approach transitions with confidence.
Transitions are also opportunities for professional dialogue. Strong collaboration between nursery and prep teachers, as well as specialist educators, can ensure continuity in learning and care. This holistic approach means that children are not only being prepared academically but are supported emotionally and socially throughout their educational journey. As highlighted in Birth to 5 Matters (2023): “When transitions in the early years are managed sensitively, it lays the foundations for positive feelings towards the many other transitions children will face through life”.
Ultimately, the way in which early transitions are managed has far-reaching implications. When handled sensitively, these moments lay the groundwork for children to approach future transitions with resilience, emotional stability, and confidence. Research suggests that well-supported transitions lead to higher levels of engagement and achievement, contributing to both academic success and a child’s emotional wellbeing.
Transition, therefore, should be seen as a process, not a single event. It requires thoughtful planning, consistent communication, and a focus on building relationships, both for children and their families. By creating secure, connected environments, early years settings ensure that children are well-prepared for their next step – and for the many transitions that will follow in later life.
*Vicky Grieg is Head of Ruspini House (Nursery) and Melanie Horn is Head of Cadogan House (Prep) at RMS for Girls.
RMS for Girls rmsforgirls.com
Further reading: Prospect House school on personalised learning
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