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Creating calmer transitions, improving regulation and strengthening readiness for learning
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Authors
Editors
Date
2026
Educational Level
ISCED Level 1 Primary Education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
In this Catholic primary school, pupils - particularly those with SEND - were struggling with transitions at the start of the day, leading to distress, dysregulation and reduced learning readiness. A whole-class Soft Start approach was trialled and refined through staged implementation, observation and staff reflection. Activities evolved from unstructured play to more predictable, collaborative routines incorporating handwriting, discussion and adult interaction. Evidence of impact includes calmer morning transitions, improved emotional regulation, stronger relationships, increased engagement in phonics, and notable progress for pupils with SEND. While flexibility remained necessary, Soft Starts have become a whole-school priority, supporting inclusive practice and improved outcomes for all learners.
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Keywords (free text)
inclusion, special educational needs and disabilities (SEND), emotional regulation, soft starts