Get support For adopters Supporting previously looked after children to thrive at nursery and pre-school The challenges We know that certain aspects early years settings can be particularly challenging for previously looked after children: Transitions – such as arriving at or leaving, moving between rooms, or switching activities, Changes to established routines, The sensory overload of a busy nursery or preschool, Adapting to different expectations from various staff, Managing trips or special days, Forming relationships with peers and navigating conflicts, Emotional regulation, Asking for help when needed for example with toileting, Managing separation with their parent or primary caregiver. Masking Some children work hard to meet expectations or hide their struggles by 'masking,' where they put on a front to fit in. This effort drains energy they would otherwise use for learning. For most children, the ‘mask’ eventually slips. You may notice that stress spills out at home, with behaviours that aren’t evident in nursery or preschool. Some children may cope at first, but as demands grow, and as they transition into primary education, their ability to maintain this mask diminishes. Strategies and tips to support your child to thrive in nursery or pre-school Sharing information Meet with the nursery or pre-school leaders before your child starts and share with them relevant information about your child’s status and experiences as well as any disabilities and any likely support that your child will need. You may want to share our resource Secure and Successful – Supporting Previously Looked After Children to Thrive in School which gives information about early life trauma, loss and attachment and some guidance about supporting children. It is worth agreeing on a plan with regular reviews that identifies where your child needs support and the measures that are in place or are being planned. This should also include a review of any Special Educational Needs (SEND). Starting at nursery or pre-school If your child has recently been placed with you, you may wish to delay their start at nursery or pre-school to allow you to spend time together as a family, forming bonds and building trust and new routines. You may decide to give them a gentle introduction to the new setting with reduced days or session times and you may wish to be present during all or some of their first few sessions as they build their confidence and learn that separation from you is temporary. Children who have experienced changes in caregivers may appear to cope well starting in a new setting and seem to attach easily to adults they do not know. It is worth thinking about whether this is a coping strategy that results from having multiple caregivers and experiencing a lot of disruption in their lives. They may need time to learn that your relationship with them is permanent and secure and that they do not need to rely on a superficial attachment to strangers for their wellbeing and survival. Extra time at drop-off and pick-up. You may need to take more time with your child at the start and the end of the sessions to ease their transition from being in your care, to the care of the workers at the nursery or pre-school. You may need to carry out a clear ‘handover’ with a trusted adult and to expressly state that you will be back later. You may need to support them with arrival activities such as finding their coat peg and where they should put their snack or lunch bag. Trips and special days Your child may need some extra warning and preparation before trips out or special days for example to mark festivals. They may also need some additional support if a usual member of staff is away. Transition object Some children may be comforted by being able to bring in a favourite toy or something that reminds them of home. They may like to have photographs of home to take into pre-school and of pre-school to look at at home. Know your rights Special Educational Needs Previously looked after children are more likely to have special educational needs than their non care experienced peers. Early identification and intervention is key. SEND Code of Practice (England) ALN Code (Wales) Additional support for learning (Scotland) Special education needs (Northern Ireland) Early Years Pupil Premium (England) View a printable version of this page Welcoming an adopted child to your nursery Supporting sleep and bedtime Manage Cookie Preferences