Relationships are at the core of positive transition to school experiences. When families, early childhood services, schools and communities work together in positive and collaborative ways, a child's capacity to achieve their learning potential is significantly enhanced – and so is their general health, wellbeing, positive outlook and sense of purpose in life.
These resources have been designed for educators to support families and children during transitions.
Introducing families to Transition: A Positive Start to School
The most successful transition approaches priorities ongoing communication and relationships with children and families. To ensure consistent messaging, early childhood services should begin to chat to families about
Transition: A Positive Start to School early in the year.
Families should be provided with the
Transition: A Positive Start to School – Information Sheet for Families as part of this process. This information sheet explains to families the importance of sharing relevant information with schools and Outside School Hours Care (OSHC) services and how this information will be shared.
A customisable letter has been written for early childhood services to provide to families with the
Transition: A Positive Start to School – Information Sheet for Families. This document can be easily used by early childhood services by copying the letter onto the service letterhead, attaching it to regular newsletters or adding it to online communication to families.
transcipts (pdf - 125.72kb)(word) (docx - 130kb)
Transition Learning and Development Statement
Every child attending a funded kindergarten program that is going to school will have a Transition Learning and Development Statement (Transition Statement) written for them. A child’s Transition Statement is written by early childhood educators, but incorporates a section for families and the child to fill out too.
Families should be invited to contribute to the Transition Statement by writing
Section 3: The family and reviewing the sections written by early childhood educators. Families may also help their child complete
Section 2: The child but sometimes this section will be filled out as part of the kindergarten program.
Families should be provided with the following two resources to accompany their child’s draft Transition Statement:
The Guidelines to help families complete the Transition Statement explains to families the importance of contributing to their child’s Transition Statement.
Transition to School Resource Kit
The Transition to School Resource Kit (the kit) is designed to provide practical guidance for early childhood professionals working with children and families during the transition to school process.
Section 2 of the kit contains helpful information and guidance on building relationships to support transitions. For more information, see
Supporting English as an Additional Language (EAL) at transition to school
This online resource provides advice and practical examples of how children and families from culturally and linguistically diverse backgrounds are supported to make a successful transition to school. It is designed to assist and guide early childhood professionals and teachers in schools.
Transitions for young gifted children
This online resource provides advice on how to support young gifted children when they transition from one learning environment to another.
Enhanced transitions for children with a disability or developmental delay
The Department has an enhanced process to support children with a disability or developmental delay as they transition to school. For more information, see:
Support for children and families at risk of experiencing vulnerability
The Department has released two new reports: a Rapid Literature Review undertaken by ACER and the Brotherhood of St Laurence, and a Practice Review by Deakin University on 'Early Years Transitions: Support for Children and Families at Risk of Experiencing Vulnerability'.
The Rapid Literature Review highlights Australian and international evidence-based practices for supporting children and families experiencing vulnerability in early years transitions. Building upon this review, the Practice Review identifies promising practices, strategies and gaps across Victoria. For more information, see:
VEYLDF resources for professionals
A range of resources are available to assist early childhood professionals embed the Victorian Early Years Learning and Development Framework (VEYLDF) into their daily practice. For more information see: