Transitioning from Nursery to Primary School: A Parent’s Guide

The 15th January deadline for primary school applications has a funny way of sneaking up on you. One minute you’re labelling all clothing and negotiating over socks, the next you’re expected to choose a school that’ll shape your child’s whole little world. No pressure, right? 😅

If you’re transitioning from nursery to primary school with a child who has SEND (or you suspect they might), it can feel even bigger. The good news is you don’t have to figure it out alone. With the right questions, the right people around you, and a plan that actually fits your child, this move can be calmer, clearer, and a lot less Googling at 3am.

This guide pulls together practical steps to help you feel more confident about your little one starting primary school, especially if your child needs additional support or reasonable adjustments to thrive.

Why transitioning from nursery to primary school can feel so big

Reception isn’t just “nursery but with bigger chairs”. It often comes with:

• new routines and environments
• more transitions in a day
• different expectations around learning, group times, and independence
• busy spaces, bigger buildings, and lots more people

If your child finds change tricky, struggles with communication, sensory processing, toileting, or needs extra support to access learning, it’s completely normal for your brain to go into full protective-parent mode.

Here’s the reframe we like: your child doesn’t need to “fit” the school. The right school makes reasonable adjustments so your child can flourish.

Before you visit schools, start with what you know best (your child)

Before you even book a tour, take five minutes to jot down what you already know about your child. This helps you walk into school meetings and open days feeling grounded and prepared.

A quick “my child at their best” snapshot

Think about:

• Environment: Do they need calm, quiet spaces? Predictable routines? Outdoor time to regulate?
• Interests & motivation: What lights them up? Trains? Numbers? Spinning? Mud kitchens?
• Support needs: What support helps them access activities and learning?
• Learning style: What helps them understand and join in?
• Resources/equipment: Any visual supports, sensory tools, mobility equipment?
• Adult knowledge: What do adults need to know before day one to support them well?

This is exactly the kind of information school SENDCos and Head Teachers need to hear early.

Visiting schools: what to look for (and what to ask)

It’s easy to get distracted by pretty displays, class performances, and a cute library corner. But when you’re weighing up support, access, and inclusion, you want to look a little deeper.

Who to meet

Ask for time with the School SENDCo (Special Educational Needs and Disabilities Coordinator) and, if possible, the Head Teacher.

Questions worth asking (without feeling awkward)

Try:

• “How do you support children with SEND to access learning and development?”
• “What reasonable adjustments have you made recently, and how did that work in practice?”
• “How do you support toileting, personal care, or accidents (kindly and without shame)?”
• “How do you handle mealtimes if a child needs a different approach or sensory support?”
• “What does your transition process look like for children who need extra support?”
• “How do you communicate with parents and carers, day-to-day?”

And while you’re walking around, notice the small things:

• Is there somewhere a child can go to reset if overwhelmed?
• Do adults speak about differences positively, like it’s normal (because it is)?
• Do you feel listened to, or gently fobbed off?

Your gut matters. You’re not being “difficult”, you’re advocating for your child as their safest person.

Mainstream, resourced provision or specialist setting: understanding your options

A lot of families assume it’s either “mainstream or specialist” and nothing in between. But many Local Authorities also have Additionally Resourced/Designated Provisions (sometimes called resource bases).

Mainstream primary school

For many children, a local mainstream school can meet needs well with:

• reasonable adjustments
• best endeavours
• strong SEND practice and inclusive culture

Your Local Authority’s Local Offer is a good place to understand what mainstream schools are expected to provide.

Additionally Resourced/Designated Provision

These provisions often offer a more bespoke timetable, which may include:

• time in a resource base
• and, where appropriate, time learning alongside mainstream peers

Specialist settings

These are usually for children with more complex needs and typically require an Education, Health and Care Plan (EHCP).

One key thing to know: demand is high, and placements are offered based on need, distance, and availability. That’s why visiting mainstream schools and naming preferences is still important.

The important bit about applying by 15 January

Even if you’re exploring specialist options, all parents/carers need to apply for a mainstream place as part of the process.

So, if you take one action this week, make it this:

Choose and submit at least a first, second, and often third preference of mainstream schools by mid-January, ideally schools you’ve visited.

This helps everything align when places are allocated later (often in April), and reduces the chance of unwanted surprises.

EHCP vs SEND Support: what it means when starting primary school

Children transitioning to mainstream may:

• have an EHCP, or
• be on SEND Support

It depends on level of need and the type of support required.

If your child has an EHCP

An EHCP should include clear recommendations about educational, health, and social care support, such as:

• support during class-based activities
• moving around the school
• and, where relevant, therapy programmes

If you’re unsure where you are in the process, your SEND Case Worker (linked to the EHCP) can help, especially if you’re considering resourced or specialist provision.

What a smooth transition actually looks like (behind the scenes)

For children moving into mainstream, resourced provision, or specialist settings, a good transition is usually planned, not improvised.

This can include:

• an enhanced transition meeting between the nursery SENDCo and the school SENDCo
• sharing important documents and practical strategies
• making sure resources and support approaches transfer with your child.

In other words: we don’t just wave goodbye at the nursery gate with a brave smile and hope for the best. We plan for your child to land safely in their next place of education.

How we support you at Kids Planet

At Kids Planet, we’re big on strong parent partnerships because you know your child best, and we’re here to add experience, structure, and reassurance.

If your child needs additional support, our colleagues can help you:

• clarify what reasonable adjustments support your child day-to-day
• prepare key information to share with schools
• liaise with the receiving school where appropriate (including SENDCo-to-SENDCo conversations)

And because we’re all about helping little ones feel secure, we’ll keep leaning into what supports confidence and independence before the move, including:

• outdoor play and Udeskole-inspired experiences (amazing for regulation, resilience, and confidence)
• loose parts play (problem-solving, creativity, and adapting to change)
• nurturing routines and nutrition to support energy, focus, and wellbeing

Not in a “perfect child” way. In a real-life, muddy-knees, and messy hands, way. 💛

A simple timeline to feel more in control

If your head is spinning, try this gentle plan:

Now until 15 January

• Visit schools (more than one if you can)
• Meet the SENDCo/Head and ask the questions you actually care about
• Submit your application with at least two mainstream preferences

January to April

• Keep notes from visits and conversations
• Speak to your nursery SENDCo if you want help pulling together key info
• If relevant, liaise with your SEND Case Worker about provision options

April to September

• Ask the school about enhanced transition opportunities
• Share your “my child at their best” snapshot
• Practise tiny bits of independence in ways that feel kind (not boot-camp)

If you’re anxious, you’re not doing it wrong!

If this whole process is bringing up fear, guilt, or that weird tight feeling in your chest, it doesn’t mean you’re failing. It means you care!

Transition is emotional. It’s nostalgia and hope and worry, all tangled up. Your child is growing, and you’re being asked to make big decisions with imperfect information.

So here’s your reminder: you don’t need to make the “perfect” choice. You need to make an informed choice, with support, and keep advocating as you go.

Ready for a bit more support?

If you’d like help with transitioning from nursery to primary school, speak to your Nursery Manager or your Setting SENDCo. We can help you pull together what matters most, so your child’s next setting understands them from day one.

Book a visit with your local Kids Planet nursery or chat with our team about how we support confident, child-led transitions (including SEND support and strong parent partnerships).

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