In English schools, transition from the Foundation Stage (at age five) into Year 1 (the first year of "primary school") has been identified as lacking continuity. A range of government initiatives has led to marked differences in the pedagogy that underpins classroom practice in these two consecutive year groups, which, in turn, has raised concerns at both local and national level. This paper explores the reason for these pedagogical differences and the impact they have had on children's experiences of being a learner. Drawing on a research project undertaken in one local authority, it examines the feelings of children, parents and teachers leading up to the transition into Year 1 and considers what impact the differing pedagogies in the Foundation Stage and Year 1 may have on children's feelings about and confidence in themselves as learners. (Contains 1 figure and 2 tables.)