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Sa l ly P e t erS, Ca r ol h a r t l e y, Pat rogerS, Jemm a Smith and m a rg a re t Ca rr k e y P oint S: • The early childhood and school sectors often hope to collaborate, and their respective curricula allow for continuity of learning across the transition into school, but in practice there is often a disjunction. • Mangere Bridge Kindergarten's Centre of Innovation project explored how this situation could be improved. • Activities or artifacts (such as informational DVDs) that familiarised the children and their families with the school helped bridge the gap and give them a sense of belonging in the new context. • Projects that were mutually interesting to preschool teachers, primary teachers, the children and their families helped foster relationships and closer connections. • Picking up on the continuity of learning from preschool to school, such as through building on new entrants' preschool learning portfolios, supported children in the transition.

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