Supporting children with the transition from home or early learning and care settings to primary school

Transitions are a feature of the educational journey of all children and young people. The experience of transitions shapes academic outcomes, socio-emotional development and overall wellbeing ( 1). Irish studies, such as those by Smyth et al. ( 2) highlight the importance of effective communication, curriculum continuity and strong support systems to help children in meeting the challenges that may arise in transitions from one educational setting to another. The Wellbeing Policy Statement and Framework for Practice 2018–2023( 3) identifies school transitions as a key factor in the wellbeing of children.

Starting ‘big school’- a descriptor often used colloquially to explain primary school to younger children - is a significant transition in a child’s life, whether that transition be from home or from an early learning and care (ELC) setting to the primary school. A positive transition experience can have long-lasting effects on children’s socio-emotional, behavioural and cognitive outcomes. To help the child to move on to primary school with ‘confidence, ease and excitement’ ( 4) requires careful attention by family, ELC setting and primary school ( 5). Growing Up in Ireland ( 6) is a national longitudinal study that tracks the development of representative cohorts of children. One of the reports in the series entitled Transition to School Among Five-Year-Olds ( 7) found that the vast majority of five-year-olds were looking forward to going to school. In their first year at primary school, only a very small proportion of children complained frequently or were upset about going to school, although one-fifth experienced occasional difficulties. Transition difficulties were found to be more common among boys, children with disabilities, those with socio-emotional difficulties, children from single-parent families and children from larger families.

The study highlighted some areas for improvement. There was a need for schools to involve parents more in supporting their children’s learning and for better engagement between schools and ELC settings about children’s prior learning experiences and outcomes.

More recently, many of the findings from the Growing Up in Ireland report were supported by findings of Children’s School Lives, a landmark study that explores the lived experiences of over 400 children in 189 primary schools across Ireland from 2019 to 2024. Report 4 Preschool to Primary School Transition found that moving from an ELC setting to junior infants was generally a positive experience for most children. The report highlighted the value of information sharing between ELC settings and schools and the importance of supportive relationships between teachers and young children.

This chapter first considers the policy context in Ireland and then looks specifically at insights from the findings of incidental inspections conducted in primary schools and discussion with ELC settings in relation to children’s transition to primary school.

The landscape of early childhood education in Ireland has changed substantially over the past two decades. The introduction of a universal, free pre-school year in 2010 through the Early Childhood Care and Education programme (ECCE) was a significant development. The ECCE programme recognised the importance of early childhood education and the potential for all children to benefit from a high-quality pre-school experience. Funded by the Department of Children, Equality, Disability, Integration and Youth (DCEDIY), the programme is provided for three hours per day, five days per week over thirty-eight weeks per year. In 2016, the ECCE programme became available to all children over three years of age. In 2018, the duration of the programme was extended from one to two years. In 2023-2024, ninety-six per cent of all eligible children were registered for participation in the ECCE programme. One outcome of the growth of ELC provision has been an older age-profile in the cohort of children entering primary school.

ELC settings participating in the ECCE programme are required to adhere to the principles of Aistear: the Early Childhood Curriculum Framework(updated in 2024) and Síolta, the National Quality Framework for Early Childhood Education when planning their educational programmes. In addition, the Aistear Síolta Practice Guide, was published in 2015, as an online resource to support early years educators in using both Aistear and Síolta.

Early years education inspections (EYEI) were introduced in April 2016, at the request of the Minister for Children and Youth Affairs (now DCEDIY), to complement the statutory inspections of ELC settings carried out by Tusla, the Child and Family Agency. EYEI are based on a quality framework informed by the principles of Aistear and Síolta, as well as national and international research related to evaluation of early childhood education. These inspections provide further support for the provision of enriching, enjoyable early childhood experiences in the ECCE programme. One of the quality criteria in the Quality Framework for EYEI is the extent to which leadership and management in ELC settings has established:

In 2023, the Quality Framework for EYEI expanded to include the inspection of settings providing ELC for babies, toddlers and young children from birth to six years. This provided the Department of Education Inspectorate with a line of sight on the continuum of education from birth to the end of post-primary education.

The importance placed on effective transition to primary school is reflected in the Department of Education’s Statement of Strategy 2023-2025, which includes the following strategic action:

First 5: A Whole-of-Government Strategy for Babies, Young Children and their Families 2019-2028recognises that the move to primary education from home or ELC setting is a major transition in young children’s lives and that a smooth transition can ensure a positive start to school for children. First 5 includes the following strategic actions:

• Introduce measures to exchange information, involve children and parents and develop strong partnerships between ELC settings and primary schools to support transitions.
• Increase continuity in curriculum and pedagogy across ELC settings and the early years of primary school.
• Ensure the necessary supports are in place to sustain learning for all children as they transition from ELC settings to primary school ( 10).

In Ireland, there is a high level of continuity and alignment in the curriculum frameworks and specifications for ELC settings and primary education.The Primary Curriculum Framework builds on the principles and themes of Aistear and therefore supports and connects with the learning experiences provided in ELC settings. The Primary Curriculum Framework includes ‘Transitions and continuity’ as one of the eight overarching principles that schools must consider in order to realise the vision set out in the framework. This principle emphasises the importance of teachers building on the prior learning, self-worth and identity of children as they move from home to ELC settings and on to junior infants. The key competencies in the Primary Curriculum Framework were developed to align with and build on the learning goals of Aistear and to anticipate and support the key skills of the Framework for Junior Cycle and Key Competencies in Senior Cycle.

Transitions is also a key focus for schools participating in Delivering Equality of Opportunity in Schools (DEIS), the Department of Education’s programme for educational inclusion. In DEIS Band 1 and Band 2 urban schools, a home-school-community liaison (HSCL) co-ordinator works in partnership with parents, teachers and local community organisations to support children and their families in making a successful transition into junior infants.

In the 2023-2024 school year, the Inspectorate conducted twenty-one incidental inspections, in twenty primary schools and one special school, with a focus on transition to the primary school. Incidental inspections are typically unannounced, one-day evaluations conducted under regular school conditions. Each of the inspections was led by a primary inspector, supported by an early years inspector. Inspectors visited junior-infant classes specifically.

These inspection visits provided an opportunity for inspectors to:

• look at children’s experiences of the transition from home and ELC settings to junior infants in primary school
• assess how learner experiences provided in junior infants supported continuity and progression in the child’s ongoing learning journey.
• listen to the perspectives of junior-infant teachers, school leaders, HSCL co-ordinators, early years educators and parents on effective support for children’s transition to primary education.

Most of the inspections (fifteen) were unannounced. In six schools, the school principal was notified two days in advance of the visit, and information materials were provided for junior-infant children and their parents. This was to facilitate inspectors’ requests for

additional meetings with:

• junior-infant teachers.
• members of the in-school management team.
• parents of children in junior infants.
• early year educators or managers of the ELC settings from which children transferred to junior infants.

The meetings with early years educators and managers focused on how local ELC settings help children to prepare for transition to primary school and their perceptions of children’s experiences of this process. Insights gained from early years educators and managers are reflected in the findings and recommendations in this report.

Three main themes emerged from analysis of the inspection data:

• Planning and preparation for continuity and progression
• A learning environment to support continuity and progression
• Teaching and learning to support continuity and progression

The findings in relation to these themes are presented below.

Effective planning and preparation help to ensure a smooth transition for children to primary school. Overall, positive outcomes are associated with transitions that:

• are well prepared
• actively involve children and their parents ( 11)
• are guided by appropriate and aligned curricular programmes
• involve co-ordinated information sharing between parents, the ELC setting and the primary school.

Preparation in ELC settings from the transition to primary school

During the incidental inspections, early years educators and managers outlined practices in place to support children with the transition to school. They described a gradual, developmental approach over the course of the child’s final year of the ECCE programme. In some cases, the practice involved role-play activities about going to school, and the use of social stories to explore issues such as uniforms, school bags and lunch boxes. Photographs of the primary schools were often displayed at the children’s eye level in the learning environment. The children in some settings made a number of visits to their primary school over the course of the year for events such as sports days, school shows and classroom visits. Early years educators emphasised the importance of involving children in the transition process, listening to children's perspectives, acknowledging their feelings and incorporating their feedback into transition activities.

Visits by teachers and school leaders to ELC settings

Early years educators highlighted the importance of working in partnership with parents and the junior-infant teachers in preparing the children for the transition to primary school. Many early years educators were proactive in inviting junior-infant teachers and primary-school principals into the ELC setting to meet the children and observe their learning experiences. ELC educators were of the view that, when opportunities for professional conversations between ELC educators and primary school teachers were facilitated, this gave junior-infant teachers greater insight into the children's prior learning and development. Early years educators and primary school teachers reported that such visits:

• helped the children to establish a relationship with their future teacher in the children’s current familiar environment
• supported professional conversations between the early years educators and junior-infant teachers about the individual strengths and needs of the children
• facilitated well-informed individualised transition experiences, particularly for children with additional needs.

Teachers and school leaders who visited incoming children in their ELC settings described this practice as very worthwhile. They reported that the opportunity to observe children in their ELC settings significantly influenced the type of learning experiences and environments that were provided subsequently for the children in junior infants. In describing visits to ELC settings, primary school staff made particular reference to the children’s opportunity and capacity to makes choices and decisions in their learning experiences. This capacity to act independently and to make choices in their learning is referred to in the Primary Curriculum Framework as agency.

In a small number of cases, the junior-infant teachers attended shared professional learning events with local early years educators. This involved visiting each other's settings. The benefit of this collaboration was evident in the layout and resourcing of the junior-infant classroom, which facilitated play-based learning and progression.

Spotlight on highly effective practice

Transfer of information on prior learning

Early years educators and junior-infant teachers agreed that sharing information between ELC settings and schools helped the primary school to plan and prepare for new pupils more effectively. The National Council for Curriculum and Assessment (NCCA) Mo Scéal reporting templates ( 12) provide a useful way for ELC settings to share information with primary schools. However, their use was not widespread or consistent across the schools and settings. Most of the twenty-one schools only received Mo Scéal, or similar transition reports, for less than half of their incoming junior-infant pupils, with a significant number of schools receiving reports for less than ten per cent of their incoming junior infants.

Many junior-infant teachers found that it was a challenge to prepare adequately for teaching and learning without information on children’s strengths, interests and prior learning. In the absence of transition reports, teachers reported that they gathered information about incoming junior infants through other means, including enrolment forms, school-generated parental surveys or meetings with local ELC providers. As well as information about the strengths and interests of the children, primary schools gathered information about home languages and other relevant information relating to the child’s home life and culture. Some schools and ELC settings had developed their own transition templates.

Spotlight on highly effective practice

Supporting parents in preparation for primary school

All twenty-one schools facilitated events for incoming children and their families to meet staff and each other, and to become familiar with the school environment.

Where practice was most effective, there was a phased approach to transition, which began early in the school year and provided frequent opportunities for the children and their parents to become familiar with the junior-infant teacher and the school environment. Schools participating in the DEIS programme had more developed practice around parental participation and support for transitions than non-DEIS schools. The work of the HSCL co-ordinator was highly significant in building relationships with parents and with ELC settings prior to the children’s transition to school.

All twenty-one schools provided information sessions for parents of incoming junior infants, covering routines, policies and curriculum. Most schools encouraged parents to visit the junior-infant classroom in the initial days of the school year. Transition packs were provided to parents, sharing information about the school and some simple activities that parents could use with their children.

Parents and children were often invited to tour the school and meet the junior-infant teacher before school commenced in the autumn. Photo books and social stories were used to support children with communication difficulties. In one school, older children designed invitations encouraging pre-school children to come visit the school for a day before they commenced junior infants. Some schools created videos, narrated by older children, offering virtual tours and introductions to key staff.

During the junior-infant year, some schools invited parents into the classroom for various initiatives. This provided an opportunity for parents to experience the learning activities in which their children participated. In some schools, teachers mentioned that parents received regular updates on their child’s progress through the school’s online communication system, including photographs and videos of the children’s learning activities.

Preparation for children with additional need

Most schools had specific arrangements in place to support the transition of children with additional or special learning needs. Teachers found that building good relationships with families helped the children and their parents with the transition to primary school.

In the majority of cases, teachers received helpful, advance information about the children with identified learning needs who were starting in junior infants. The teachers were more likely to have visited or engaged with ELC settings when children with identified needs were making the transition to junior infants. However, information was not always available to teachers where children had not attended an ELC setting or had arrived in Ireland very recently.

Some of the teachers, but not all, were aware of supports received by children in their ELC setting through the Access and Inclusion Model (AIM). For example, an ELC setting can request additional staffing to reduce the adult-child ratio to support the inclusion of all children. Some teachers found it surprising that children coming from an ELC setting where additional staff had been deployed were not automatically assigned a special-needs assistant (SNA) in junior infants. Many larger schools deployed an SNA to the junior-infant classes for the first weeks of the school year to support the identification of emerging needs among the children.

In the special school visited, children typically made the transition from home to school without having attended an ELC setting. A member of the school leadership team and the reception class teacher visited the children in their homes in advance of beginning school to get to know the children and their particular needs. Since many children lived at a distance from the special school, there was a focus on reassuring parents about transport arrangements and the support provided by bus escorts. Some children transitioned to the special school from an early intervention class in a mainstream primary school. In such cases, a member of the leadership team and the reception teacher from the special school visited the children in the early intervention class. They met with the teacher and the children’s family in advance of the children beginning in the special school.

Classroom environments to support continuity, progression and wellbeing

The physical learning environment provided in the junior-infant classroom is an important element in supporting continuity and progression in the children’s learning and wellbeing. Typically, junior-infant classrooms were bright, print-rich and welcoming. Where very effective practice was observed, there were also well-equipped, dedicated play spaces that were accessible to all children.

In the junior-infant classrooms where learner experiences were most engaging, the learning environment shared many of the features of early years settings. This included flexible seating arrangements, play areas tailored to children’s interests, accessible play materials and resources, writing tables and mathematical investigation tables. In addition, there were restful spaces for self-regulation, cosy book corners, sensory play materials such as playdough, materials of different textures, water, sand and comfort items such as soft toys and cushions.

Classroom environments to support children’s sense of connection and belonging

When children feel connected and have a sense of belonging, they are more likely to commit to and engage in school life. This connection improves educational outcomes and serves as a protective factor for mental health and wellbeing. In many of the schools visited, significant efforts were made to celebrate children’s personal identities and create a sense of connection and belonging to the school community.

In many schools, children were greeted by name by the staff at the school door or gate each morning. Parents indicated that they found it reassuring that the children were known and cared for in their new school. In schools where new junior infants were encouraged to connect with their older siblings, parents observed that this helped the children adjust to their new environment. Additionally, when the children's identities were showcased through personalised artwork, the children eagerly shared the stories behind their creations with the inspectors.

Spotlight on highly effective practice

In many schools, there were significant numbers of children in junior infants for whom English was an additional language (EAL). Where practice was most effective, teachers provided visual aids to support the children’s understanding and navigation of the learning environment. These included visual representations of daily routines, emotional support prompts, visual class rules and picture-coded systems for storing play materials. The teachers promoted the use of the children’s home language.

This was reflected in classroom signage, displays and resources. There were bi-lingual books in the children's home languages in the class library. In one school, with support from the local library, every family was given a ‘read-at-home bundle of books’ that included heritage books or books in the family's home language. All signs, notes to parents and instructions were translated into the children’s home languages. Other inclusive practices involved the organisation of multicultural days when parents and grandparents were invited into the school to showcase their cultural heritage.

Time in school

In almost all schools visited, there was a practice of sending junior infants home early for a period at the commencement of the school year. In one school, however, this practice was about to cease, as teachers considered that it no longer necessary, given the ELC experience and older age profile of incoming junior infants.

Children’s agency and the importance of play

Primary teachers and school leaders who visited ELC settings often expressed some surprise at the children’s capacity to act independently and to make choices in their learning. This capacity is often referred to in curriculum frameworks as ‘agency’. Inspectors were of the view that the more structured nature of learner experiences after the transition to primary school provided fewer opportunities for child agency in some instances. Some children in junior infants told inspectors that they missed the opportunities, previously afforded to them in their ELC setting, to engage in free play and to make choices in their learning.

Play-based pedagogies support the development of children’s agency. Many teachers and early years educators spoke about how the use of play in the junior-infant classroom supported continuity in learning. Inspectors noted that children had very good opportunities for playful learning in some of the junior-infant classrooms visited.

Many teachers spoke about moving incrementally from child-led play to more teacher-directed play as the year progressed. In smaller primary schools, some teachers said that the provision of playful learning experiences was challenging. In these schools, infant classes often shared a classroom with another class level and teachers reported that it could be difficult to organise and monitor play while engaging older children in other work.

Some junior-infant teachers described a tension between the concepts of continuity and progression in learning. They indicated that they found it a challenge to ensure continuity with previous learning experiences in ELC settings while also promoting appropriate progression in the children’s learning. This was especially the case in relation to the use of play. Some teachers expressed the view that progression in children’s learning in junior infants required more formal approaches, including increasingly teacher-led play experiences linked to specific curricular outcomes.

This view impacted the timing and extent of play. In a few instances, structured play sessions were facilitated each afternoon for the junior-infant children as the mornings were considered to be more beneficial for formal instruction. In one classroom, children were assigned to a particular play station from Monday to Thursday each week. On Fridays, they could choose whatever station they wanted. Children said that this was their favourite day at school.

Inspectors noted that junior-infant teachers still used the term Aistear to refer to times, resources and pedagogies for play. The Aistear framework no longer applies to primary or special schools. However, the Primary Curriculum Framework emphasises that the appropriate use of play is central to the entire primary school experience, enhancing learning in all areas and supporting children’s wellbeing and holistic development.

Language and literacy

The approaches taken by teachers in the development of literacy and numeracy were generally successful and supported continuity and progression in the children’s learning. In some cases, the child was given an active role in the assessment of their own learning.

A playful approach to language learning was evident in many classrooms, with rich language experiences provided. This included the teacher reading stories aloud, and frequent opportunities for talk and discussion. Many of the language activities were communicative in nature, which made them more meaningful and engaging for the children. Teachers routinely used songs and rhymes at key points throughout the school day, providing an engaging way to practice vocabulary. In some classrooms, teachers used socio-dramatic play very effectively to promote language development.

Spotlight on highly effective practice

In-class support from special education teachers (SETs) helped identify junior-infant children who needed additional support and enabled the implementation of early intervention programs. It also provided a ratio of adults to children that would have been familiar to children from their experiences in ELC settings.

In some DEIS schools, inspectors observed collaborative, community-based approaches that involved teachers working closely with the local speech and language therapy (SLT) services to support children's emerging language needs. This involved the SET team screening the children in the first weeks of school using a speech and language screening assessment. They then provided a profile to SLTs who suggested a programme of early intervention work for the classroom.

Numeracy

Provision for continuity and progression in numeracy is particularly effective where children have an opportunity to manipulate concrete materials and work in collaboration with others. Hands-on experience of classifying, matching, comparing and ordering objects supports the development of mathematical language and concepts. In one school, the involvement of parents in the children’s early mathematical activities was well established.

Sand and water play was not observed in any of the twenty-one schools, although sand and water play is important in learning about concepts such as shape and space, capacity and weight. Sand and water play is also central to the exploration and understanding of key concepts in the broader area of Science, Technology, Engineering and Mathematics (STEM).

Assessment

In all schools visited, it was clear that teachers assessed the children's progress informally, building profiles of their strengths and learning needs. Teachers observed how the children were settling in and making friends. In some classrooms, teachers supported children in the use of simple forms of self-assessment, including simple visual indications of how they were progressing with tasks, for example, thumbs up/down or traffic lights.

Many teachers maintained assessment folders. These included checklists and teacher-designed tests to monitor wellbeing and gather baseline data around early literacy and numeracy skills once the children had settled into school. The teachers used such assessment information to plan learning experiences. Generally, a wide range of assessment information was gathered, particularly in relation to literacy, numeracy and social and emotional competencies.

In some classrooms, teachers used learning portfolios highly effectively to provide a comprehensive view of each child's learning experiences and to incorporate feedback from children and their parents into the assessment process. Annotated examples of work and photographs of activities sparked meaningful conversations between children and inspectors about the children’s prior learning. Teachers reported that the learning portfolios supported them in planning for the next stages of learning for each child.

During the inspection visits and subsequent discussions, it became clear that support for children transitioning from home or ELC settings to primary school was most effective where it was informed by the eight overarching principles of the Primary Curriculum Framework. The principle of ‘Transitions and continuity’ was the key focus of professional conversations with teachers; however, the other seven principles were referenced regularly by teachers as supporting very positive transition experiences for children. The eight principles convey what is most valued in primary and special education and what lies at the heart of high-quality learning, teaching and assessment in the primary school.

Figure 2: Principles of, learning, teaching and assessment in the Primary Curriculum Framework

It is important that schools recognise that children already have significant skills and competencies when they arrive to primary school as a junior infant.

Access to two years of ECCE means that children entering junior infants are now older and often more advanced in their learning journey than those starting school in previous decades. Where continuity and progression in pedagogy and assessment were observed to be very effective, teachers in junior-infant classrooms were cognisant of building on children’s foundational early learning, from the home or the ELC setting.

Effective communication and collaboration by schools with families and ELC settings are very important in supporting positive transition experiences for children entering primary school.

It is important for primary schools to further support communication, collaboration and relationship building between primary school teachers and the educators in their local ELC settings. Where teachers have rich information about incoming junior infants, they are better prepared to meet each child’s needs and to progress their learning. Professional conversations with early years educators were found to be very beneficial in supporting positive transitions.

Children’s learning in school is shaped and nurtured by indoor and outdoor environments, and strong connections with family and culture.

Where learning environments provided opportunities for play, investigation and agency, junior-infant children were most engaged and confident in their learning. Where the learning environment celebrated children’s personal, family and cultural identities, children were more likely to express a sense of connection and belonging to their class group and school.

Recommendations for school leaders

Communication between the school and ELC setting in advance of the transition between settings is a key factor in supporting continuity and progression in the child’s learning and development.

School leaders should invest in building relationships with their local ELC settings and facilitate visits by teachers to these settings to support continuity and progression in children's learning as they make the transition to junior infants.

Friendships are important as children transition to primary school.

In schools with more than one junior-infant class, school leaders should take cognisance of information from ELC settings regarding friendship groups when forming classes.

Large, busy school yards can be challenging for newly arrived junior-infant children.

Larger schools should provide a dedicated well-resourced play space for junior infants at recreation time, if possible.

Partnership with parents is essential in supporting the transition to junior infants.

School leaders in all schools should explore the practices and actions implemented in DEIS schools to enhance parental involvement.

Recommendations for junior-infant teacher

Collaboration between junior-infant teachers and educators in ELC settings has significant benefits for children's learning.

Junior-infant teachers, where possible, should visit the ELC settings from which children transition to junior infants, to meet children and early years educators, to gain an insight into children’s strengths and interests and to inform their own approaches to teaching and learning.

Play and playful approaches are central to the Primary Curriculum Framework.

Teachers should adopt a playful pedagogical approach across all areas of learning in junior infants, in accordance with the vision of the Primary Curriculum Framework.

An appropriate learning environment supports children in exploring their interests, collaborating with others, and learning from experiences inside and outside the classroom.

Teachers should ensure that junior-infant classrooms support open-ended play experiences, including socio-dramatic play. Items such as dressing-up materials, mirrors, sensory materials and construction materials should be available. Opportunities for outdoor learning should be promoted throughout the year.

The Primary Curriculum Framework promotes the development of the competencies needed to be an active, agentic learner who can learn independently and with others.

Teachers should allow opportunities for children to develop their capacity to make choices and decisions in their learning, building on the independence and agency achieved in ELC settings.

Children build their sense of identity and belonging as they transition from home to the early year setting and then to junior infants.

Teachers should foster a sense of identity and belonging for all junior-infant children. The diversity of the children’s family and cultural backgrounds should be reflected in the classroom.

Recommendations for the Department of Education and other government departments and stakeholders

There is considerable variation in practices around the sharing of information on children’s learning and development as they make the transition to school

The Department of Education and DCEDIY should provide clear guidance to assist ELC settings and schools with regard to the sharing of information about children’s learning and development.

Mo Scéal can give teachers good insights into the learning experiences and dispositions of incoming junior infants.

The Department of Education should progress ways of promoting and enhancing Mo Scéal resources to support primary schools in meeting the needs of incoming junior infants.

Shared professional learning events for early years educators and primary school teachers promote local communities of practice that benefit learners.

The Department of Education and DCEDIY should consider promoting shared professional learning events for early years educators and junior-infant teachers throughout the country, similar to what is provided currently in Tús Maith: Transitions in Action – A Preschool to Primary School Project.

Teachers’ preparation of the learning environment, both indoor and outdoor, and of resources that provide opportunities for the children to play, explore, inquire, experiment, and discover, are critical to the effectiveness of teaching and learning.

Professional learning experiences provided for junior-infant teachers and school leaders to support the implementation of the Primary Curriculum Framework, should emphasise the nature and value of playful pedagogy at all class levels in the primary school.

Children entering primary school are now older than in previous decades and have greater experience of educational settings prior to coming to school.

The Department of Education should review the provisions in Department Circular 11/95 Time in School that currently permit primary schools to reduce the school day by one hour for infant and first classes and to send junior infants home earlier than this for up to two weeks at the beginning of the school year.

Support for incoming junior infants with additional needs should be prioritised as they are particularly affected by changes in their learner experiences when making the transition to primary school.

The Department of Education should liaise with DCEDIY and relevant agencies with a view to facilitating seamless transitions to primary school for children who are in receipt of AIM supports in ELC settings.