In order to progress the children in a nursery and reception class have to be allowed and have to be provided with the opportunities to play with and handle a range of modelling materials, including clay and they have to be taught how to use tools safely. By the time the child has reached Key Stage One, the same children will be taught how to squeeze air from the clay and as they get older they will be taught more sophisticated methods. During the Foundation Stage the foundations have to set for example how to handle tools safely and once they foundations have been set the child can then progress later on in life. For example in a reception class the children maybe encouraged to “model large anticlockwise and up-and-down letter movements, for example using sky writing, drawing in sand and painting” (The Curriculum Guidance for the Foundation Stage, 2000, 67). As the child progresses it will be given the opportunity to write the alphabet on paper and as they move into Key Stage One, the child would be taught how to write in joined-up handwriting. “Progression can only take place if the basis at different stages of development are secure and continuity will only be possible if subsequent lessons link closely with what has gone before” (Hayes, 1999, 80).
Continuity and lesson objectives have to be taken into account whilst assessing the progression in children. Whilst in school the reception teacher assessed each child on a regular basis, this is known as formative assessment. The teacher assessed the children to see if they can recall their numbers and colours. This form of ongoing assessment helps children to improve the quality of their work and at the end of the year it will help the class teacher to write a report to the parents. Also this ongoing assessment will enable the class teacher set suitable targets throughout the year for the child to achieve, also it will allow the teacher to set a target for the child to work towards at the beginning of Year One, this helping the child to move smoothly into the next class. (Kyriacou, 1996, 46).
As the child enters the Foundation Stage, for most of them it will be their first time entering an environment where they will be surrounded by children their own age and strange faces, so parting from their parents or carers will be very difficult and emotional. One of the stepping-stones in the Foundation Stage is to gain the child’s self-confidence and self-esteem. As the child progresses from being separated from main carer with support (when the child is at nursery) to when the child has sensed themselves as a member of different communities (towards the end of the Foundation Stage) they gain confidence and self-esteem. This is done by the class teacher or practitioner by creating a positive relationship with parents, by planning an environment which is welcoming to all of the children, by encouraging and supporting the child to express themselves orally. By achieving all of this the child will be ready by the end of reception to move smoothly into Year One. Whilst at school, towards the end of the year the reception teacher allowed half of the class to enter the Year One class during the afternoons so the reception children will get a feel of what it is like in the “bigger class”. The reception children also had the same break and lunch times with Year One.
From this we can see that to make a successful transition from the Foundation Stage into Key Stage One both of the class teachers need to have a good relationship with each other. Towards the end of the year the reception teacher needs to inform the Year One teacher about each child and their strengths and weaknesses. The Reception class teacher can pass the assessments, the children’s work and end of year reports to the Year One Teacher, so at the start of the next year the Year One teacher is well prepared and can know what to expect from the class.
DfEE (2000) The Curriculum Guidance for the Foundation Stage
Hayes D. (1999) Foundations of Primary Teaching Second Edition, David Fulton Publishers
Teacher Traning Agency (2002) Qualifying to Teach Handbook of Guidance Autum 2002
Regnum: 024081 - - PR: 971
