St Paul’s Transition Statement Builder

Significant health concerns

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No significant health concerns have been identified that are expected to affect learning or participation.This child has a current medical management plan. Please refer to the plan and family advice for required supports.This child may need support to recognise and communicate when they are tired, uncomfortable or need a rest.Consistent access to medication, health supports or agreed adjustments assists This child to participate confidently.

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Language/s spoken at home

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English is the primary language spoken at home.This child is growing up bilingual or multilingual and uses English alongside their home language/s.This child understands more than one language and may use different languages depending on the person or setting.The family values continued use of their home language/s while This child develops confidence communicating in English.This child and family use Auslan to communicate.This child’s family identifies an Aboriginal language as part of their language and cultural identity.

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Significant family circumstances or changesOptional. Leave blank if not relevant.

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No significant family circumstances have been shared that are expected to affect continuity of learning.The family has recently experienced a change in living arrangements or household routines.This child is adjusting to a new sibling or another significant change within the family.This child spends time across more than one household and benefits from consistent communication and routines.The family is experiencing a period of change, and predictable routines and a trusted contact person may support This child’s transition.

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Specific positive learning relationships

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This child forms a secure relationship with familiar educators and confidently seeks their support when needed.This child is most confident when learning alongside one or two familiar peers.A particular friendship supports This child to join play, communicate ideas and try unfamiliar experiences.This child responds warmly to adults who take time to connect through their interests before introducing a new expectation.This child benefits from having a clearly identified trusted adult available during arrival and transitions.

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Disclosed or diagnosed disability and/or developmental delayOptional. Leave blank if not relevant.

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No disability or developmental delay has been disclosed or diagnosed at this time.The family has disclosed a diagnosed disability. Strengths, successful adjustments and further relevant information are provided in Section 1.2.This child has an identified developmental delay and benefits from consistent, strengths based adjustments across settings.This child is currently supported by an allied health or early childhood intervention professional.Further assessment or professional guidance is being sought in partnership with the family.

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Overall commentsOptional. Leave blank if not relevant.

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This child is looking forward to school and speaks positively about the transition.This child is curious about school and benefits from opportunities to ask questions and revisit what to expect.This child may initially observe before participating and becomes confident once routines and relationships are familiar.Predictable routines, visual information and advance notice of changes support a calm and confident transition.The family would value early communication with the school to establish shared expectations and consistent supports.

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St Paul’s Transition Statement Builder

Build one thoughtful statement at a time.

Section 1: Specific information

Preparation notes: About the child

Section 1.1: Learning and development