Positive transitions across home, ECEC and compulsory school education (CSE) are critical in promoting children’s development and educational achievement: this seems especially the case for children from migrant backgrounds.   This article presents the findings from a transnational participatory action research  study (START)1 carried out in four countries (Italy, Slovenia, England, Belgium), discussing how an inclusive transition approach can better address the needs of migrant children and  families in a holistic way.