The Reality of Being a Reception Teacher in the Summer Term. A blog post by MrsG_Eyfs
The summer term is busy for everyone in school—sports days, school plays, assessments. But in Reception, there’s an added layer that often goes unseen. Alongside everything else, you’re already preparing for September: visiting nurseries, meeting parents, liaising with SENDCos—while still being fully present for the class you have now. That’s not to say other year groups aren’t thinking ahead, but in Reception, preparation goes beyond planning. It means stepping out of the classroom, building relationships with families and professionals, and beginning the transition process long before September arrives—all while continuing to teach, Assess, and support your current cohort full-time.
So how do I make sure this additional workload is manageable, without it impacting the children I’m currently responsible for?
Keep it Simple
Reuse what works. Transition doesn’t need to be reinvented every year. While there will always be small tweaks, having tried-and-tested activities ready to go makes planning far more manageable.
For example, one of our transition sessions is deliberately left with no enhancements at all—we simply allow the children to explore the classroom freely, with adult support.
Sometimes, simplicity is exactly what both children and staff need.
Little and Often
Those small, time-consuming jobs—like labels and resource prep—can quickly feel overwhelming if left to pile up. Instead, I tackle a few each day, adding them onto existing admin time.
This approach also helps minimise disruption for my TA. Rather than large chunks of time spent laminating or preparing resources, tasks are completed bit by bit, meaning she can remain present in the classroom.
By getting these ready before the first transition session, new children can take home something as simple as a name label, and we’re already one step ahead for September.
Be Strategic with Nursery Visits
This year, I have seven nurseries to visit. In the past, I’ve tried to fit these in with an hour here and there—but this often proved disruptive for my class.
Now, I plan two full days out of the classroom to complete visits in one go. This allows my class to have a consistent adult throughout the day, which is far more beneficial for them.
I also plan my schedule carefully:
- Group nurseries in the same area together
- Arrange visits near home at the start or end of the day
- Choose days where classroom routines can be more flexible
It’s about working smarter, not just harder.
Use Reception Transition to Support Year 1 Transition
Where possible, I align transition for both cohorts. When my new children visit Reception, my current class spend time with the Year 1 teacher.
This often takes place in larger spaces such as the hall or outdoors, with additional adult support. Not only does this free up space and focus in the Reception classroom, but it also gives my current children valuable exposure to their next learning environment.
We’ve found this approach incredibly effective—and it’s become a meaningful part of our transition process for both year groups.
Prioritise Meaningful Time with Families
We moved away from home visits a few years ago due to low uptake. Instead, we now offer structured parent meetings with dedicated time for conversations and questions. Parents can also book 1:1 meetings after school, providing flexibility and ensuring everyone has the opportunity to be heard.
Where possible, involving nursery staff in these meetings has been particularly valuable, creating a more joined-up approach and strengthening relationships from the very start.
Include Your Class in the Process
Transition doesn’t have to feel like a separate process. This year, we’ve worked with professionals from the National Literacy Trust to run bespoke storytelling sessions for both current and new families.
These shared experiences allow us to:
Get to know new children in a relaxed, authentic way
Maintain meaningful experiences for our current cohort
Build a sense of community between families
Having current parents available to speak with new families has also been incredibly powerful. Hearing real experiences can often ease anxieties in a way that staff alone cannot.
The summer term in Reception is a delicate balance—supporting the children you know so well while beginning to prepare for those you haven’t yet met. The workload increases, expectations feel higher, and it’s easy to become focused on tasks and deadlines.
But at the heart of it all, the most important part of the job hasn’t changed. The children in front of you still need your time, your attention, and your understanding. With a bit of careful planning and a focus on what truly matters, it is possible to manage the
demands of the term without losing sight of why we do it. Because long after the assessments and reports are finished, it’s the confidence, relationships, and experiences we’ve given children that will last.
MrsG has been teaching in Primary Schools, specialising in EYFS and KS1 for the last 13 years. She has taught across both key stages working as an Assistant Head, before heading back into the classroom full time after having her children. MrsG is now Senior Teacher in a small school, where she teaches in EYFS. She also works with ECTs supporting them with planning, workload, job applications and interview technique through her Instagram account instagram.com/mrsg_eyfs