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 prioritise 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 Introduction to Transition to School Information Sheet 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. See:
A customisable letter has been written for early childhood services to provide to families with the Introduction to Transition to School Information Sheet. 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.
These family resources are available in 30 languages. For more information see: Translated Family Resources
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 (TLDS) written for them. A child’s TLDS 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 TLDS by writing in 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 resources to accompany their child’s draft TLDS.
The Guidelines to help families complete the TLDS explains to families the importance of contributing to their child's TLDS. See:
A customisable letter has been written for early childhood services to provide to families with the Guidelines. Services can add their own letterhead to this information or add the information to their family newsletters. See:
Family Letter 2 to accompany the Guidelines to help families complete the TLDS (doc - 62.5kb).
Transition: A Positive Start to School Resource Kit
Transition: A Positive 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: Transition: A Positive Start to School Resource Kit
Supporting English as an additional language 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. See:
Supporting EAL at transition to school
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: Children with a disability
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: Support for children at risk of experiencing vulnerability
Resources to introduce families to the Transition: A Positive Start to School initiative and resources to support families to contribute to writing the Transition Learning and Development Statement are available in 30 different languages.
For more information about Introducing families to Transition: A Positive Start to School see: Introducing Families to Transition: A Positive Start to School
For more information about supporting families to contribute to a Transition Learning and Development Statement see: Transition Learning and Development Statement
To access translated resources select from the relevant language group below.
In order to view and edit the two letters to families below in Word, you will need to install Karen font onto your computer by downloading the following file and selecting 'Install':
Karen font (ttf - 65.1kb)
In order to view and edit the two letters to families below in Word, you will need to install Sinhalese font onto your computer by downloading the following file and selecting 'Install'
Sinhalese font (ttf - 40.69kb)
For further information on Transition to School, please send your enquiry to: