Transitions
At Airy Hill Primary School, we believe that smooth, well‑planned transitions help pupils feel secure, confident and ready to succeed. Whether children are moving up within Key Stage 2 or taking their next big step into secondary school, we provide clear, consistent support so every pupil can approach change with positivity.
EYFS to Key Stage 1
We carefully support children’s transition through EYFS and into Key Stage 1 by providing a gradual, nurturing approach that builds confidence and independence.
In EYFS, children learn within a play-based environment that reflects the EYFS curriculum. Towards the end of Year 1, this approach is thoughtfully phased out, with a balance of play and more structured learning to prepare them for the expectations of Year 2.
Transitions are also supported socially; children begin playtimes in their own Reception outdoor area and, during the spring term, gradually join the main playground alongside the rest of the school.
Strong relationships between Nursery, Reception and Year 1 staff underpin this process, with regular opportunities to work together, share assessments and discuss individual children to ensure continuity in learning and support. Where needed, tailored transition plans are put in place for children with SEND or those who may find change more challenging, ensuring every child feels secure and supported.
At Airy Hill, developing language is a priority in the EYFS curriculum. Strong communication skills help children express their needs, build relationships, and understand new routines. Through rich talk, storytelling, songs/rhymes, and play-based interactions, children develop vocabulary, listening, and turn-taking skills that boost both confidence and independence. A language-rich environment ensures children feel secure and understood, enabling them to engage positively with new adults, peers, and learning experiences as they move into their next stage of school.
Key Stage 1 to Key Stage 2
As pupils move from one year group to the next, they benefit from a highly consistent approach. This consistency helps children focus on learning, not adjusting to new expectations.
Throughout Key Stage 2, daily routines, classroom layouts, displays, and resource organisation follow a similar structure. All classes from Years 1 to 6 have a target table layout where pupils can receive additional support during lessons. With this consistent approach, pupils always know what to expect and can quickly settle into their new classroom.
Lessons across KS1 and KS2 follow the same structure and style of delivery, and our behaviour expectations are the same throughout school. Consistent routines, behaviour expectations and shared language are used across school so children experience familiar structures as they transition between classes and teachers. In mathematics, Whiterose resources are used from Nursery to Year 6 and in writing our ‘I do, we do, you do’ approach consistently runs throughout KS1 and KS2. This continuity helps pupils feel confident and comfortable as they progress each year.
Towards the end of each academic year, pupils spend time with their next class teacher to ensure a smooth start in September. Parents also have the chance to meet the new teacher—helping families feel informed, reassured and well‑connected as their child moves up.
In Year 6, pupils take on increased roles and responsibilities to prepare them for the independence required at secondary school. These include prefect roles across the school, RRSA Ambassador responsibilities and Head Boy and Head Girl positions. These opportunities build confidence, organisation skills and leadership—all excellent preparation for Year 7.
Key Stage 2 to Key Stage 3
We have a strong and very close relationship with Whitby School, which is located directly across the road from Airy Hill Primary. This helps our pupils become familiar with the secondary site long before they move up, making the transition smoother and less daunting.
Pupils regularly visit Whitby School for sporting events and activities. These early experiences mean that by the time pupils reach Year 6, the site and some of the staff are already familiar.
To support the handover, the Head of Year 7 meets with the Airy Hill Year 6 teacher to discuss each child’s needs, attainment, strengths and friendship groups (which help inform class placements). Whitby School’s SENCO meets with our SENCO and Year 6 teacher to ensure well‑planned support for pupils with additional needs. Whitby staff also visit the Year 6 class to introduce themselves and answer pupils’ questions.
Some pupils benefit from an enhanced transition to Whitby School, where they can meet key teachers early, tour the school in a quieter setting, begin forming relationships with staff and gain confidence to reduce anxiety. This enhanced transition is planned carefully with families.