Templates and guidelines to help you introduce families to transition to school and support families and children during the transition. Translated versions of these resources are available in several languages.
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.
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, you should begin to talk 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.
Introduction to the transition information sheet Available in different languages
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.
Family letter to accompany information sheet
Available in different languages
A customisable letter has been written for you to provide to families with the introduction to the transition to school information sheet. This document can be easily used by your service by copying the letter onto your service letterhead, attaching it to regular newsletters or adding it to online communication to families.
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 and includes a section for families and the child to complete.
Families should be invited to contribute to the Transition Statement 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 Transition Statement.
Guidelines to help families complete the Transition Statement explains to families the importance of contributing to their child's statement.
Guidelines to help families complete Transition Learning and Development Statements Available in different languages
A customisable letter has been written for you to provide to families outlining the guidelines. You can add your letterhead to this information or add the information to your family newsletters.
Family letter to help families complete Transition Learning and Development Statements Available in different languages
Transition: a positive start to the school resource kit
Transition: a positive start to school resource kit is designed to provide practical guidance for 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.
Supporting English as an additional language in 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 the transition to school
Enhanced transitions to support 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.
Support for children and families at risk of experiencing vulnerability
The department has released two 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 further information on transition to school, email