Secondary National Strategy Secondary Strategy Enhancing emotional health and well being through effective transition June 20 th June 21 st

Secondary National Strategy Session objectives To facilitate the sharing of good practice in transition strategies to improve KS3 rates of progressTo facilitate the sharing of good practice in transition strategies to improve KS3 rates of progress To provide an opportunity for a strategic review of current transition arrangementsTo provide an opportunity for a strategic review of current transition arrangements

Secondary National StrategyContext 40% of pupils lose motivation and stop making progress in the year after transfer40% of pupils lose motivation and stop making progress in the year after transfer Measurement of pupils’ attitudes immediately before transfer and in the November and July following transfer suggests that the curriculum is not challenging enough or different from Y6Measurement of pupils’ attitudes immediately before transfer and in the November and July following transfer suggests that the curriculum is not challenging enough or different from Y6 Research shows that in Y7 Science pupils spent much time copying out details of experiments or writing out instructionsResearch shows that in Y7 Science pupils spent much time copying out details of experiments or writing out instructions

Secondary National Strategy Pupil progress ‘The impact of school transitions and transfers on pupil progress and attainment’ Galton, Gray and Rudduck The most significant features impacting upon pupil progress were identified as: The repetition of work from previous year (excitement of taster days not maintained)The repetition of work from previous year (excitement of taster days not maintained) A feeling from Y7 pupils that Y7 work underestimates what they are capable of achievingA feeling from Y7 pupils that Y7 work underestimates what they are capable of achieving Organisational structures that give pupils a negative sense of themselves as learners (e.g. setting structures)Organisational structures that give pupils a negative sense of themselves as learners (e.g. setting structures) Pupils not recognising the importance of KS3 work. A feeling that Y10 is when ‘the important work starts’Pupils not recognising the importance of KS3 work. A feeling that Y10 is when ‘the important work starts’ Pupils feeling that some years do not matter as much as othersPupils feeling that some years do not matter as much as others

Secondary National Strategy Causal factors What factors contribute to pupil loss of motivation?

Secondary National Strategy Changes at transfer Changes to their school environment – confusion, identity, status, responsibilityChanges to their school environment – confusion, identity, status, responsibility Changes to their social environment – friendships, self-esteem, relationshipsChanges to their social environment – friendships, self-esteem, relationships Changes to their personal life – adolescence, academic stress, family conflict, peer pressureChanges to their personal life – adolescence, academic stress, family conflict, peer pressure

Secondary National Strategy ‘Intake’ day Form tutor explains the rulesForm tutor explains the rules Lesson of ScienceLesson of Science Lesson of MFLLesson of MFL LunchLunch Lesson of ArtLesson of Art Buses arrive earlyBuses arrive early Form tutor allows pupils to introduce themselvesForm tutor allows pupils to introduce themselves Menu activity in canteenMenu activity in canteen Tour of school with routes to findTour of school with routes to find LunchLunch Draw own face in artDraw own face in art Find out about school – treasure huntFind out about school – treasure hunt

Secondary National Strategy Progress File and PSHCE Concentrate on what pupils have to tell us rather than what we have to tell themConcentrate on what pupils have to tell us rather than what we have to tell them Improve self esteem and help them to form relationshipsImprove self esteem and help them to form relationships Find out about the whole person rather than just a measurement of their successFind out about the whole person rather than just a measurement of their success Help pupils to adapt to a new learning environmentHelp pupils to adapt to a new learning environment

Secondary National Strategy Feed back from the Primary phase Effective practice Early linksEarly links Frequent visitsFrequent visits Formalised agenda from the range of receiving schoolsFormalised agenda from the range of receiving schools Cross phase links through Learning Mentors to support vulnerable pupilsCross phase links through Learning Mentors to support vulnerable pupils Pupil feed back from taster days indicates the value of building positive relationshipsPupil feed back from taster days indicates the value of building positive relationships

Secondary National Strategy Areas for development Continuity of approach from schools. For example, the use of standard transition booklets and bridging unitsContinuity of approach from schools. For example, the use of standard transition booklets and bridging units Use of intake and taster days for practical activitiesUse of intake and taster days for practical activities Avoiding repetition across the KS2 and KS3 curriculumAvoiding repetition across the KS2 and KS3 curriculum Continuum in teaching and learning styles to maintain challengeContinuum in teaching and learning styles to maintain challenge

Secondary National Strategy Walshaw High School Employment of a trained KS2 teacherEmployment of a trained KS2 teacher One afternoon per week in the main feeder schools (3)One afternoon per week in the main feeder schools (3) Termly focus upon literacy, numeracy and transitionTermly focus upon literacy, numeracy and transition Summer term focus upon transition. Two weeks teaching full time in each primary feederSummer term focus upon transition. Two weeks teaching full time in each primary feeder Year 7 pupils mentor Year 6Year 7 pupils mentor Year 6 Regular meetings between the Year 6 teachers and staff at WalshawRegular meetings between the Year 6 teachers and staff at Walshaw Year 5 pupils involved in curriculum workshopsYear 5 pupils involved in curriculum workshops Year 6 pupils meet at the City Learning CentreYear 6 pupils meet at the City Learning Centre Vulnerable pupils taught as a unit during term one. Integration occurs during half term 3Vulnerable pupils taught as a unit during term one. Integration occurs during half term 3

Secondary National Strategy Developing and enhancing transition strategies Curriculum/ teaching and learningCurriculum/ teaching and learning School organisation and routinesSchool organisation and routines Enhancing pupil ownershipEnhancing pupil ownership Supporting vulnerable pupilsSupporting vulnerable pupils Data collection and dissemination systems and the effective use of dataData collection and dissemination systems and the effective use of data Parental involvementParental involvement

Secondary National Strategy

Action planning How can you develop the existing transition arrangements in your school? Consider changes that can be made in both the long and short term.

Secondary National Strategy Final thoughts Research has identified the need to:Research has identified the need to: –Improve continuity of teaching approaches and curriculum content from KS2-3 –Reject a fresh start approach and build on prior attainment –Present a picture of the next year that makes pupils look forward to it with anticipation

Secondary National Strategy Final thoughts What transition arrangements are in place from KS3- 4?What transition arrangements are in place from KS3- 4? Are there clear messages given about the status of different years?Are there clear messages given about the status of different years? Are there post induction programmes in place? For example, the development of study skillsAre there post induction programmes in place? For example, the development of study skills