Opinion19th May 2026

The six essentials of primary transition planning

Molly Devlin

The government has suggested that young children’s transition to school must start on Primary Offer Day, but what does this look like in practice? Molly Devlin sets out Ark’s approach.

Early YearsArk Start

This article was originally published in Tes on Monday 18 May 2026.

Since 2021, an average of 91 per cent of children starting at Ark Schools have achieved the prized good level of development (GLD) – well above the national average of 68.3 per cent for last year.

The government wants 75 per cent of five-year-olds to be reaching this standard, meaning that three in four children should be hitting key milestones in listening skills, reading, going to the toilet independently, and their fine motor abilities by 2028.

To help with this, the government has published new guidance on school readiness.

Launched to coincide with this year’s Primary Offer Day, the new guidance positions the day as the start of the transition process.

This matters because school readiness cannot be delivered in September alone. It is shaped by how effectively early years providers, schools and families work together in the months and years before children first walk through the school gates.

So what does an approach to transition that begins on offer day look like in practice? Here’s what we have learned works well.

Getting pupils school-ready

1. Treat transition as a phase

The smoothest transitions to school are calm, planned and familiar. So transition should not be seen as a single moment but as a journey that begins on Primary Offer Day and continues through the first weeks of Reception. Early contact with families and opportunities for children to know their school really matter.

We contact all of our families from April after they’ve had their offers – but for us, transition begins the first time we meet any prospective parents and children. Every contact point with parents is an opportunity to talk about what school is and how to emotionally and physically prepare.

At Ark Tindal Primary Academy in Birmingham, we send out a survey to parents to see what they want that ongoing contact and support to look like, from workshops and newsletters to individual phone calls. This helps us to remove potential barriers and ensure that every parent has the support they need.

2. Prioritise belonging

Children are most ready to learn when they feel safe and settled. A sense of belonging underpins attendance, behaviour and learning. At Ark, this includes familiar adults, open, consistent communication with families and predictable routines – for example, visual and considered timetables so that children can anticipate what’s coming next.

Leaders must create the conditions for consistent, high‑quality practice in this area. They should protect staff time to prioritise training on working with families, and look at settling, attendance and wellbeing, alongside GLD outcomes.

3. Establish habits early

Starting Reception is a milestone. We embed simple routines – arriving on time; looking after coats, bags and lunchboxes; and joining in activities – to build habits for attendance and engagement. Schools should teach these routines explicitly and help families to understand why they matter.

We work with our families to help them understand early on why the beginning of the school day is so important. Where needed, we invite parents in to see first-hand how this routine enables their child to make the most of the school day. Where families need more support, we have these conversations as early as possible in a supportive and non-judgemental manner.

4. Ensure joined-up practice with early years providers

Readiness improves when information flows between nurseries, childminders and schools, through professional conversations and data sharing.

Where schools run their own nurseries, they can lead this alignment. For example, they can organise transition events and invite staff from other early years providers to see what it means to be in Reception, helping them to reflect on the transition activities they deliver in preschool.

At Ark, Reception staff also visit nurseries and share insights into children’s learning and regulation.

5. Recognise early attendance patterns as safeguarding signals

Attendance in the first weeks of Reception can indicate how well transition is going. Absence or lateness often reflects anxiety or unmet need rather than disengagement. Schools should monitor attendance from day one and respond with early conversations, practical support and consistent follow‑up. School leaders can help by framing attendance as safeguarding and ensuring that clear roles and processes are in place.

6. Make sure you prioritise the basics of good practice

Children are more likely to attend when learning feels meaningful, joyful and achievable. In Reception, we develop readiness through play‑rich teaching, warm adult interactions and a well‑sequenced EYFS curriculum that builds language, confidence and curiosity.

There is a focus on getting to know each cohort and assessing children from the outset, allowing staff to plan carefully for next steps and ensure that children experience early successes.