Top Tips for Supporting School Readiness: What the New Guidance Means for Early Years Settings and Families
School readiness is built gradually through secure relationships, communication, independence, play, emotional wellbeing and strong partnership with families. In this blog, we pull out the main top tips from the latest guidance on supporting transition into Reception and explain what they mean in practice for early years settings, with a SEND-specific insight included in each section.
Apr 22
School readiness does not begin in the final term before Reception.
Recent government guidance on helping children get ready for Reception highlights the importance of schools, early years settings and families working together to create a smooth transition into school.
For early years professionals, this reinforces what strong practice has always shown: children thrive when readiness is viewed as a whole-child journey, not a checklist.
Below are the main top tips drawn from the guidance, with practical explanations and a SEND-specific insight for each area.
https://assets.publishing.service.gov.uk/media/69df95d36c6ccf244be42d8c/Getting_children_ready_for_reception_-_how_schools_and_early_years_settings_can_work_together_with_families_to_support_transition_into_reception.pdf
1. Build Independence Through Everyday Routines
Children benefit from developing age-appropriate independence before starting school. This can include:
• Using the toilet with increasing confidence
• Washing hands
• Putting on coats or shoes with support
• Managing lunch items or water bottles
• Tidying away resources
Independence builds confidence, resilience and a sense of capability.
Early Years Tip:
Embed independence into the daily routine rather than treating it as a separate task. Allow time for children to practise.
SEND Tip:
Some children may need visual prompts, adapted fastenings, additional time, sensory support or step-by-step teaching. Progress matters more than speed.
2. Prioritise Communication and Language
A child who can communicate needs, understand simple instructions and engage in conversation often finds transition easier.
School readiness is strongly linked to:
• Listening and attention
• Vocabulary growth
• Understanding routines
• Expressing feelings and needs
• Enjoying stories, songs and rhyme
Early Years Tip:
Create language-rich environments. Narrate play, model vocabulary, ask open questions and read daily.
SEND Tip:
Use communication supports such as visuals, gestures, Makaton, PECS, objects of reference or assistive technology where needed. Communication is broader than speech.
3. Support Emotional Security and Confidence
Children learn best when they feel safe, connected and emotionally secure. Starting school can bring excitement, but also uncertainty. Confidence grows when children have experienced:
• Warm, responsive adults
• Predictable routines
• Encouragement to try new things
• Support to manage feelings
• Positive separations from carers over time
Early Years Tip:
Use emotion coaching, visual routines and key person relationships to strengthen emotional wellbeing.
SEND Tip:
Some children may find transitions highly stressful. Use transition books, photos, countdowns, familiar objects and gradual visits where possible.
4. Develop Social Skills Through Play
Children do not need to arrive in Reception as perfect sharers or expert sitters. They benefit from beginning to learn:
• Turn-taking
• Playing alongside and with others
• Waiting briefly
• Following group routines
• Asking for help
• Managing minor conflicts with support
These skills develop through repeated experiences in play.
Early Years Tip:
Use small group games, role play and supported peer interaction.
SEND Tip:
Some children may need explicit teaching of social cues, smaller groups, adult modelling or sensory-regulated spaces before group participation.
5. Strengthen Physical Development
Physical readiness supports learning. Gross and fine motor development helps children access classroom life. Examples include:
• Core strength for sitting and posture
• Coordination for dressing and movement
• Hand strength for mark making and tools
• Spatial awareness and balance
Early Years Tip:
Provide climbing, balancing, dough, tweezers, threading, painting and outdoor movement daily.
SEND Tip:
Notice motor difficulties early. Work with parents and specialists where needed. Adapt tools, seating or activities to enable success.
6. Work in Partnership With Families
The guidance strongly promotes joined-up working between families, early years settings and schools.
Families need reassurance, practical ideas and clear communication—not pressure.
Early Years Tip:
Share simple readiness ideas such as bedtime routines, story time, self-help practice and talking positively about school.
SEND Tip:
Parents of children with SEND may feel particularly anxious. Offer early meetings, honest discussion, personalised transition planning and clear points of contact.
7. Start Transition Early
Smooth transitions happen over time—not in one visit during July.
Helpful approaches include:
• Sharing information between settings and schools
• Visits to new environments
• Meeting key adults
• Transition stories or photo books
• Talking positively about change
Early Years Tip:
Keep records strengths-based. Share what helps the child thrive, not only concerns.
SEND Tip:
Children with SEND often need enhanced transition planning, additional visits, environmental adjustments and multi-agency communication well in advance.
8. Avoid a Narrow “Checklist” View of Readiness
School readiness is not just:
• Writing a name
• Counting to ten
• Sitting still for long periods
True readiness includes wellbeing, curiosity, communication, confidence and relationships.
Early Years Tip:
Champion play-based learning and whole-child development when speaking with families.
SEND Tip:
Children develop differently. Readiness should focus on progress from each child’s starting point, not comparison with peers.
Final Thought: Ready Schools, Ready Children, Ready Partnerships
The strongest message from the guidance is that school readiness is a shared responsibility. Children thrive when:
• Families feel supported
• Early years professionals are valued
• Schools understand child development
• SEND needs are planned for early
• Transition is relational, not rushed
When we get the early years right, Reception becomes the next step in learning—not a leap into the unknown.
Need Support?
At EYFS Training Hub, we help settings strengthen practice in:
• School readiness
• Communication and language
• SEND inclusion
• Emotional wellbeing
• Transition into Reception
• Parent partnership working
Because readiness starts with relationships, not rush.
