So, at what point did you get told the class you are teaching next year? Did you get any say in the outcome? Do you even know an outcome yet or is your school still in a logistical meltdown trying to make the numbers add up?

The point when SLT reveals which class - or phase - you are teaching in next year is an eagerly awaited event in the primary school calendar. But it can be a tricky balancing act for a headteacher and so it can often happen much later than is desirable for everyone involved.

At our school, we want to make sure that the whole transition process works as well as possible for children, families and teachers. Our ideal outcome is that everyone returns to school in September ready to learn and looking forward to the new school year.

So what do we do?

Transition concerns

We aim to allocate enough time for our transition process to work effectively for all children, and this means our teachers know their new class about a week before the half-term holiday in the summer term.

I understand why some choose not to do this. There is a possibility of a teacher giving in their notice after the staffing plan has been finalised and shared. But we work on the basis of crossing bridges when we come to them - I think that the advantages of letting people know early outweighs the potential difficulties caused by having to make a new appointment that fits into the team in exactly the right place.

We also aim to try and make teachers an active part of the process. A few weeks before the staffing plan is shared with teachers, the first step we take is to consult with them about where they’d like to be for the next year. We ask teachers if they have any preferences about either changing year group or staying where they are.

Logistical challenges

Although you clearly can’t meet everyone’s preferences (unless you’re really lucky), you can try to take account of these when putting the plan together.

Once we’ve asked everyone for their views, we come up with an initial idea, and then sleep on it for a few days before it becomes the final version.

We tell teachers of the final plan in private. This is particularly important if you are unable to give everyone what they have asked for. We ask everyone to wait in their classroom, and then go around and talk to them individually on the same day. The whole staffing plan can then be shared at the same time after everyone knows their individual role.

Transition planning

Once teachers know what they will be doing we can put into place the parts of the transition plan that will make September better for our children and their families. We allocate time for information sharing by setting aside two staff meetings, one so that so that they can talk to the teacher receiving their class, and the second so that they have the chance to talk to the teacher who currently works with their new class. Giving good quality, uninterrupted time together for this can solve many problems before they even reveal themselves.

As our Sendco knows who will be teaching every child, she is able to work with teachers to put together an enhanced transition programme where needed. This can include involving children in making transition booklets, creating opportunities for additional visits to the new classroom and new teacher, and supporting social stories work. Having half a term to carry out this work means that it can make a meaningful difference to our most vulnerable children.

We share the news about new teachers with our school community three weeks before the end of term. This avoids speculation and uncertainty, both of which can be trying and disruptive. It also gives teachers the chance to introduce themselves informally to children in the playground, and to start to get to know their new class.

It is big news for a few days, and then everyone settles down to enjoy the last few weeks of term.

Roy Souter is headteacher at Stoke Hill Junior School in Exeter