EYFS Transitions Explained: Supporting Children Through ‘The Big Move’ in Early Years Settings

Posted by EYR Team on 13th Jul 2026

Transitions are a key part of the Early Years Foundation Stage (EYFS) and play a vital role in supporting children’s emotional wellbeing, confidence, and development.

Whether a child is moving into a nursery setting, changing rooms, transitioning between key workers, or preparing for school, these moments of change can have a lasting impact on their sense of security and readiness to learn.

In early years practice, EYFS transitions are not a single event. They are a gradual process supported by strong relationships, consistent routines, and effective communication with families.

This guide explores what transitions look like in early years settings, why they matter, and how practitioners can support children through “the big move” successfully.

Children experiencing EYFS transitions in a nursery setting

What Are EYFS Transitions?

EYFS transitions refer to any significant change a child experiences within their early education journey.

These may include:

Starting nursery or childcare for the first time
Moving between rooms or age groups
Changing key person or practitioner
Moving from early years setting to primary school

Each transition requires emotional adjustment as well as practical adaptation.

Because of this, transition should always be planned, gradual, and responsive to the needs of each child.

Why EYFS Transitions Matter

Transitions are more than organisational changes — they are emotional milestones for children.

A well-supported transition helps children to:

Feel safe and secure in new environments
Build trusting relationships with adults
Develop independence and resilience
Adapt to new routines and expectations
Feel confident in their ability to manage change

Poorly supported transitions, however, can lead to anxiety, disengagement, and difficulties with behaviour and learning.

This makes transition practice a core part of effective EYFS provision.

Strengthening EYFS Transitions in Early Years Settings

Transitions into school are often viewed as a milestone for children, but they are equally significant for families and the professionals who support them.

Effective EYFS transitions are not a one-off event or checklist of skills. They are built over time through relationships, shared understanding, and meaningful collaboration with families.

When parents and carers are recognised as children’s first and most important educators, transitions become a continuous process that supports emotional security and long-term success.

Understanding current challenges in school readiness

Recent findings from the School Readiness Survey 2025 highlight ongoing concerns around school readiness in England.

The report suggests that 37% of children starting reception are not considered school ready, an increase from 33% the previous year.

While perceptions vary, there is a notable gap between families and practitioners:

88% of parents believe their child is school ready
Yet educators often report challenges with independence, communication, and emotional regulation

This highlights the importance of earlier, clearer conversations about what “school readiness” really means.

Rethinking “School Readiness”

School readiness is often misunderstood as academic ability.

In reality, it should be viewed through three interconnected lenses:

The child
The family
The school or setting

True readiness is about developing foundational life skills, including:

Emotional regulation
Communication skills
Independence
Social interaction
Confidence and resilience

These skills develop gradually through everyday experiences both at home and in early years settings.

Transition is a process, not an event

Transition should be understood as a journey that begins long before a child enters school and continues well into their first term.

Research highlights that children may experience challenges such as:

Separation anxiety
Emotional dysregulation
Reduced resilience in unfamiliar environments
Difficulty managing frustration

These experiences underline the importance of gradual, well-planned transitions that are supported over time.

A whole-system approach — involving families, early years settings, and schools — is essential to improving outcomes for children.

Evidence also suggests that school-readiness challenges can place additional pressure on reception classrooms, reinforcing the need for earlier intervention and stronger partnership working.

Types of EYFS Transitions in Practice

Transitions happen in many forms within early years settings.

Common examples include:

Starting a new setting

Children may experience separation anxiety and need consistent reassurance.

Moving rooms or age groups

Children may need support adjusting to new routines, expectations, and adults.

Changing key persons

Strong attachment relationships are central to emotional security.

Transitioning to school

This is often the most significant transition, requiring long-term preparation.

Supporting EYFS Transitions Effectively

Strong transition practice includes:

Building secure relationships with key adults
Using consistent routines and visual supports
Gradually introducing change
Communicating regularly with families
Sharing expectations about school readiness
Supporting independence through everyday routines

Transitions should always be personalised to the needs of each child.

Working in Partnership with Families

Families play a central role in successful transitions.

Effective practice includes:

Clear and ongoing communication
Sharing progress and expectations
Supporting consistent routines at home
Encouraging independence gradually
Providing reassurance and emotional support

When families feel informed and confident, children are more likely to experience positive transitions.

Transition Activities and Ideas for Practitioners

Practical strategies can help children feel more confident during periods of change:

Story-based transition books
Role play linked to school life
“All about me” activities
Visits to new classrooms or schools
Photos of new environments
Key worker handover books

These experiences help children build familiarity and reduce anxiety.

Moving Forward Together

Supporting transitions into school is not about preparing children to fit a fixed expectation.

Instead, it is about working collaboratively with families and schools to build confidence, continuity, and belonging.

When transition is treated as an ongoing process rather than a single event, children are more likely to experience positive, secure starts to school life.

Further Information

For more guidance, early years providers can refer to:

GOV.UK early years guidance
NHS information on child development and wellbeing
EYFS statutory framework documentation

Final Thoughts

EYFS transitions are a fundamental part of early years practice and play a vital role in shaping children’s confidence, emotional wellbeing, and readiness for learning.

By embedding transition into everyday practice — and working closely with families — early years providers can help ensure that every child experiences a positive and supported journey through change.