Preparing for Transition to Toddler Room
Supporting Babies and Families Through Change (0–18 Months)
A professional guidance document supporting emotionally secure, developmentally appropriate transitions from baby room to toddler provision.
(This pathway component will be available for download by: March 31st 2026)
What this document is
Preparing for Transition to Toddler Room is a professional guidance document that explains how transitions from the baby room to the toddler room are planned, supported and experienced by babies aged 0–18 months.
It sets out a child-centred, relationship-led approach to transition, recognising that change can be emotionally significant for babies and families. The document explains how readiness is understood, how transitions are prepared for gradually, and how continuity of care, routines and relationships are maintained throughout the process.
Transition is framed as a process, not a single event, with emotional security prioritised over age, timetables or space pressures.
This document supports professional judgement and reflective practice.
It does not replace statutory guidance or local transition procedures.
Who this is for
Baby room practitioners and key persons
Toddler room practitioners receiving transitioning children
EYFS leaders and room managers
SENDCos supporting continuity and inclusion
Childminders managing transitions between age phases
Settings working closely with parents during periods of change
What this document helps you do
This document helps settings to:
Plan transitions that prioritise emotional wellbeing and security
Make informed decisions about readiness beyond chronological age
Support babies through gradual, responsive transition processes
Maintain continuity of routines, care and communication
Explain transition approaches clearly and confidently to parents
Reduce distress, regression and anxiety associated with change
Evidence EYFS-aligned transition practice during inspection
It supports teams to articulate why transitions are handled sensitively — not just how.
How this fits within our Baby (0–18 Months) framework
This document forms part of our wider Baby Room (0–18 months) Curriculum & Pedagogy framework, which places emotional security, attachment and responsive care at the centre of practice.
It sits alongside related documents including:
Supporting Emotional Regulation in Baby Rooms
Daily Routines as Learning Opportunities
Transition & Sleep Routines Record Pack
Sharing Information with Sensitivity
Supporting Babies and Families Through Change
Together, these resources support smooth, respectful transitions that protect babies’ wellbeing while preparing them confidently for the next stage of provision.
This document is part of our EYFS Curriculum & Pedagogy Membership (Professional), which provides full access to age-specific curriculum frameworks, planning guidance, assessment tools and leadership support.
(This pathway component will be available for download by: March 31st 2026)
Related documents include:
Or read our ‘Little Owls Resources’ Curriculum Intent Statement’
Additional Documents | Professional Membership Contents (Babies 0-18 months)
Navigate our Curriculum & Pedagogy guidance documents here.
Pedagogical identity:
Relationship-led, care-centred baby practice where routines, interaction and sensory experience are the curriculum.
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👉 This section protects developmentally appropriate practice.
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👉 These documents support adult understanding — not expectations for babies.
Baby Curriculum Maps - Developmental progression across age bands (0–3 months | 3–6 months | 6-9 months | 9-12 months | 12-18 months)
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👉 Observation informs interaction, routines and environment.
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👉 The environment supports exploration, movement and communication.
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👉 Care routines are central to learning and wellbeing.
Transition & Sleep Routine Record Pack
Daily Transition Record
Individual Sleep Routine Profile
Review Template
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👉 Language is built through interaction, not instruction.
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👉 Planning supports adults — it never directs babies.
‘Intent - Implementation - Impact’ Reference Grids (Emotional, Communication, Physical, Sensory, Social, Problem-Solving, Independence)
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👉 Proportionate, sensitive and statutory practice.
Progress Check at Age 2 (looking ahead)
Report Template
Practitioner Guidance
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👉 Early support is relational, preventative and respectful.
SEND Identification & Next Steps Pack | Babies
What to Look For
What Evidence to Collect
Practical Next Steps
A practical Toolkit for Early Years Practitioners
Inclusion Through Environment & Interaction
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👉 Strong partnerships support consistency and trust.
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👉 Transitions are emotional, not academic.
Additional Whole-Setting Guidance | for Professional Members
Explore our whole-setting guidance below, including overarching curriculum and pedagogy documents, early years schemas and EYFS setting policies.
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Early Years Schemas - Practitioner Toolkit | EYFS Birth-5
↪ Schema Cards (definition, behaviours, age-related examples, enabling resources)
↪ Schema Observation & Responsive Provision Planning Template
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EYFS Group Setting Policies Pack
↪ x 22 Policy Documents
↪ Policy Sign-Off and Confirmation Document
↪ EYFS Setting Policy Folder Contents List
Childminder Setting Policies Pack
↪ x 22 Policy Documents
↪ Childminder Assistant or Volunteer Policy Sign-Off and Confirmation Document
↪ Childminder Policy Folder Contents List
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↪ Clear, practitioner-friendly explanations of key curriculum and pedagogy terms used throughout our guidance.
Looking for a different age group pathway?
Select the pathway that best reflects your role or the age group you work with. You do not need to use everything. (Some practitioners may use more than one pathway.)
What is Professional Membership?
Find our more about our Professional guidance for confident, reflective EYFS practice (Birth–5)
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Content within the EYFS Curriculum & Pedagogy Membership is provided as professional guidance and support. It reflects current understanding of the EYFS statutory framework, Development Matters and inspection expectations at the time of writing. Practitioners are responsible for applying professional judgement and ensuring practice aligns with current statutory requirements and their specific context.
All resources, experiences and environment arrangements must be risk assessed by the setting and used in accordance with individual children’s developmental stages, needs and supervision requirements. Practitioners must apply professional judgement and adapt practice to their setting, cohort and current statutory requirements.
Safeguarding Notice
Safeguarding-related content is provided to support professional understanding and reflective practice. It does not replace a setting’s safeguarding and child protection policy, local authority procedures, statutory guidance, or the role and decision-making responsibilities of the Designated Safeguarding Lead (DSL). All safeguarding concerns must be managed in line with current statutory requirements and local safeguarding partnership guidance.
Updated: January 2026