Semann and Slattery:
Transition: A Positive Start to School - 2015 Consultation final report by Semann and Slattery
2014 - Continuity of learning
The Commonwealth Department of Education and Training released Continuity of Learning: a resource to support effective transition to school and school age care, developed by Charles Sturt University. The resource includes effective transition practices that reflect the experiences of children, families, educators and communities as they support transitions to school and school age care.
For more information, see
Continuity of learning .
2014 - Journey to big school report
The Secretariat of National Aboriginal and Islander Child Care (SNAICC) undertook a series of consultations with early childhood education and care services, family support services and schools. The consulations investigated the practical implications and applications of the findings from an earlier literature review on the key enablers and barriers to Aboriginal and Torres Strait Islander children experiencing a positive transition to primary school.
For more information, see
Journey to big school.
2012 - Outcomes and indicators of A Positive Start to School: development of framework and tools
This world-leading research provides the first evidence to support an understanding of how to measure the outcomes and indicators of a positive transition to school.
Building on recommendations from the 2009 project, this research aimed to develop and test tools for measuring the outcomes and indicators of a positive transition to school for children, parents/families, early childhood educators and school teachers in Victoria.
The project was undertaken by the Centre for Community Child Health (Murdoch Childrens Research Institute and the Royal Children’s Hospital) in partnership with Victoria University (authors of the
Outcomes and Indicators of a Positive Start to School) and the Clinical Epidemiological and Biostatistics Unit (CEBU) of the Royal Children’s Hospital (RCH).
For more information on the research findings, see:
Outcomes and Indicators report
2011 - Follow-up evaluation of the Transition: A Positive Start to School initiative
The Department conducted a follow-up evaluation to determine how specific groups - early childhood professionals, prep teachers and outside school hours care (OSHC) services - were engaging with the Transition: A Positive Start to School initiative in its second year. Highlight results showed that:
- almost all prep teachers (96%) read the Transition Learning and Development Statements
- the vast majority of prep teachers (up to 91%) considered all sections of the statement as valuable and that they help support a positive start to school for children
- early childhood professionals reported that the time spent writing statements was an improvement on the previous year
- not all OSHC services are aware of the statements and fewer actually receive them, even though many OSHC services are located on school grounds and are involved in transition to school programs and activities.
Other interesting findings pointed to stronger relationships between early childhood and school professionals, and that early childhood professionals value acknowledgement and feedback as a way of improving the quality of information provided to prep teachers.
To view a copy of the 2011 follow up evaluation report, see:
Follow-up evaluation findings
2011 - Transition to School position statement
On 8 August 2011, Professor Alan Hayes, Director of the Australian Institute of Family Studies at Charles Sturt University Albury-Wodonga Campus, launched the Transition to School Position Statement; a valuable document for policy makers, practitioners and researchers alike to both promote and support a positive transition to school for all children.
To view or download the statement, see
Transition to School position statement.
2010-2011 - Transition: A Positive Start to School
This action research project was undertaken in 15 sites, largely comprised of an early childhood service and a primary school, across Victoria. The research explored the efficacy of three promising practices - buddy programs, family involvement and reciprocal visits for educators - in supporting a positive transition to school for children, families and educators.
The project was undertaken by the Equity and Childhood Program, Youth Research Centre, Melbourne Graduate School of Education, University of Melbourne.
For more information, see:
Research into practices to support a positive start to school - full report
Research into practices to support a positive start to school - report summary
2010 - Evaluation of the Transition: A Positive Start to School initiative
An evaluation of the Transition: A Positive Start to School initiative was conducted in 2010. The intention of the evaluation was to assess the effectiveness and sustainability of what has been designed to date and to inform refinements and further improvements to the initiative. The final evaluation report is now available.
The report contains 13 recommendations directed at the Department and three recommendations for professionals in the early childhood and schooling sectors, which aim to enhance the future implementation of the initiative.
For more information, see Success Works Pty Ltd, 2010:
Evaluation of Transition: A Positive Start to School
2009 - Outcomes and indicators of a positive start to school
Victoria University undertook research to identify the outcomes of a positive transition to school for children, their families and educators and to establish indicators to measure these outcomes.
For more information, see Victoria University, 2009:
Outcomes and Indicators of a Positive Start to School
2008-2009 - Transition pilot evaluation
To inform government policy and expand the local evidence base on what works in supporting children’s transition to school, 30 pilots were funded though the Transition: A Positive Start to School initiative. The pilots trialled, or extended, a range of transition approaches in a diverse range of Victorian communities. The pilots ran from October 2008 to May 2009.
The University of Melbourne’s Centre for Program Evaluation (CPE) was commissioned to conduct an independent evaluation of the 30 transition to school pilots. A theory-based evaluation approach was used to inform the collection of a range of data on the perceptions and experience of implementing the pilots.
For more information about the pilots, see:
Transition pilot evaluation
2008 - Transition literature review
The University of Melbourne's Centre for Equity and Innovation in Early Childhood (CEIEC) undertook a review of international literature concerning young children's transition to school.
The review addressed the question:
What are the key findings and issues for improving transition into prep for children, their families, local communities and early childhood education and care professionals in Victoria?
For more information, see:
2006-2012 - Linking Schools and Early Years (LSEY)
The Linking Schools and Early Years (LSEY) project is a partnership between:
- The R.E. Ross Trust
- Department of Education and Early Childhood Development
- Centre for Community Child Health, and the
- Murdoch Children’s Research Institute at the Royal Children’s Hospital Melbourne.
LSEY was a six-year project (2006-2012) that sought to inform policy development, build research evidence and provide a model of practical, effective, low-cost, place-based strategies that enable schools, early years services, families and the community to work collaboratively to overcome barriers to children’s learning and development, and for children to arrive at school ready to engage and be successful at school.
The LSEY project complemented the Transition: A Positive Start to School initiative. For more information, see
Linking Schools and Early Years.