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We work hard at all phases to make sure your child experiences a smooth transition between the phases of their education. Please read on for further details.


When your child joins our Foundation Stage you will be given the opportunity to have a home visit from school. This provides an important opportunity for us to both see your son or daughter in their home environment, and for you to ask us any questions or give us any important information. It also means that when your child comes to the less familiar environment of school for their first visit they will see a familiar face. We also hold a meeting before the end of the summer term for you to come to school see the foundation stage environment and meet the whole team. It is really important you come to this meeting as a lot of important information is given out at this point.

F2 (Reception) classes have staged admission dates at the start of the year. This means we give children chance to settle in as part of a smaller group before the class gets into the full swing of learning. You will be given your child's starting date at the meeting mentioned above but it takes the form of a week of mornings for one group, a week of afternoons for the alternative group and then all the group stay for lunch and a full day at the end of the second week. On the third week the children attend full time, by which time they have settled into the life of the academy.


Through our strong links with Maltby Academy the children have an excellent package of activities and workshops to ensure that transition to the secondary school phase of their education is supportive and empowering. This work begins in Year 5 where pupils spend a day at the secondary school with their class and teacher, right the way through to a full package of days and experiences toward the end of Year 6. This ensures that children are already familiar with the campus and have already made some new friends.

Class teachers and phase leaders from Maltby Academy meet to ensure that children are not only academically challenged but also pastorally supported and guided. Both schools pace a huge emphasis upon the needs of the whole child to ensure positive outcomes for young people.

Where children n Year 6 attend a different Secondary School we support their transition in the same manner with good links with key staff, particularly for children requiring additional support at this key point.