TAMESIDE Council is putting the spotlight on how children move from nursery into primary school, as part of a national effort to make sure “no learner is left behind”.
The local authority is being recognised for its proactive approach to school readiness, using new digital tools and closer collaboration between nurseries, childminders and schools to give every child the best possible start to their education.
It comes as education specialists Pupil Pathways submit a new white paper to the Department for Education, highlighting the Early Years to Reception stage as one of the most important times to support children’s learning, wellbeing and confidence.
Brendan Nel, Founder and CEO at Pupil Pathways, said: “Transitions are high-leverage moments. When we make them personalised, relational and data-rich, we accelerate progress for the learners who stand to gain the most.”
In Tameside, Early Years teams have been using StepIntoSchool, a secure platform that allows nurseries and childminders to share key information with schools before children arrive in Reception. The system ensures teachers can understand pupils’ needs earlier – especially for those with additional needs.
Penny Greenwood, Early Years Consultant at Tameside Council, explained: “In the past, information came in late and was often incomplete. StepIntoSchool has made it possible for schools to prepare much earlier – particularly for children with additional needs. That preparation makes all the difference.”
By using the shared platform, schools have been able to adapt learning spaces, plan bespoke transitions and even personalise lessons before children walk through the door.
With the government aiming for 75 per cent of children to reach a good level of development by the end of Reception by 2028, Tameside’s approach focuses on early intervention, joined-up working and strong family engagement – all designed to remove barriers linked to disadvantage, attendance and special educational needs.
Penny added: “Schools have been able to arrange bespoke transitions, adapt learning environments, and even tailor resources to children’s interests, like featuring dinosaurs in the classroom for one child whose passion was identified during a home visit.”