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Class Handover

Efficient and Effective Handover for successful transition

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Setting out for a successful year

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The information we hold about the children we teach is vast and varied: medical needs (including who has asthma or allergies), children with SEND, what strategies have worked well to motivate the class and guide their learning and other sensitive information, such as which children might find it tricky leaving mum or dad or have a lengthy commute. There is also lots of curriculum coverage and attainment information. We need to decide what would benefit the next teacher/s to know, to smooth the path of transition for the children.

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YL Discussion

Results

Leave relationship building to Class Teachers and TPs (Making it more natural)

Clean slate - provide less opinion

Focus on the need to knows

Timing and how to be conducted

Communication - speaking with others

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Every child deserves a fresh start—let’s give them every chance.

New dynamics and growth can inspire positive change

Handover will focus on key details to keep pupils safe, happy, and supported

Effective handover safeguards both progress and potential

Every transition is a chance for new growth

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Engaging Parents in Handover

Use events like Meet & Greet, Welcome Picnic, and Class Welcome Meetings to listen, note any parent concerns, and record them to ensure continuity.

Consider using the 3-2-1 form to ask parents positively about their child; it encourages honest responses and helps build strong, caring connections.

Invite key parents early if their involvement will support the child’s learning and wellbeing and establish positive working relationships.

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Engaging Pupils in Handover

Use the first week to explore pupils’ learning preferences and strategies with prompts like ‘What I wish my teacher knew’ and ‘I learn best when...’

Get to know you activities

Building class community - what role can each person take? What do you contribute to a community?

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The NEED TO KNOWS

Family Situation

Attendance

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Support - SEND/EAL

Medical

Attendance

Incidents

Curriculum Gaps

Know your GDPR, understand travel and home information, review previous data sheets, collaborate with key staff members.

    • Are the parents together, and what is the child’s living situation?
    • Can both parents be contacted?
    • Has there been a recent change such as a new baby, house move, etc.?
    • Do parents have any past grievances with the school, or concerns they have raised?
    • Is there another person involved in the child’s care who will be a main contact?
    • Do parents speak English well enough for meetings, or will they require a translator?

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    • Are they on the register?
    • How long have they been receiving specific support?
    • Provide a link to the Provision Map.
    • What strategies have worked in the past (e.g. reading rulers, wiggle seat, calming techniques, support for emotional sensitivities)?

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    • Have they had any major accidents that resulted in long-term treatment or affected confidence or wellbeing?
    • Do they have any major allergies that staff need to be aware of?
    • What are the protocols for managing those allergies?
    • Are there any medications staff need to be aware of (e.g. asthma inhaler)?

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    • Has there been any cause for concern on absence before?
    • Are they late every day because of a situation home/transport?

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    • Has there been any major incident between peers that the new teacher must be aware of?
    • Are there concerns related to residential trips or group activities?
    • Is there any history of unkindness (bullying, exclusion, or conflict) that needs monitoring?

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    • General academic overview: include any support currently required, with the understanding that further details can be added later.

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TOP TIPS

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Time To Talk

Link up with previous/next class teacher & TPs

Confidential class handover

Use purple for 2026/27 comments so we can see progression

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Teachers 25/26

EYFS - Debbie, Dawn, Hannah, Julie, Ioana, Catalina, Jelena

YEAR 1 - Tina & Victoria

YEAR 2 - Lucie & Katie

YEAR 3 - Neil & Lindsay

YEAR 4 - Laura & Mark

YEAR 5 - Ruth & Stuart & Emma

YEAR 6 - Kerry & Esther

Teachers 26/27

EYFS - Debbie, Dawn, Hannah, Julie, Ioana, Catalina, Jelena

YEAR 1 - Laura & Lucie & Peter

YEAR 2 - Ruth & Katie

YEAR 3 - Victoria & Liv

YEAR 4 - Stuart & Mark

YEAR 5 - Neil & Lindsay

YEAR 6 - Kerry & Esther & Emma