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. However, as a consequence of entrenched institutional practices and lack of ownership the issues by the different groups of professionals involved, the way transitions are managed tends to unintentionally favour children from more advantaged backgrounds, whose families know how to navigate the educational system, including its flaws. The article presents the findings from a transnational participatory action-research study (START) 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.