1. Middlesbrough Transition Conference 2016 Redcar & Cleveland Borough Council Transition – our way forward

2. “too many children still find the transition from primary to secondary school difficult – some fall back in their learning as a result.” (DfES 2004)

3. ‘... surveys identified that pupils, who have achieved so much at primary school, are not supported well enough to build on that momentum when they enter secondary school.’ (Sir Michael Wilshaw, HMCI’s Monthly Commentary, October 2015)

4. What is Transition? A change in expectations and rules; a new experience A move from one curriculum stage to another EYFS-KS1, KS1-KS2, KS2-KS3, KS3-KS4, KS4-KS5 A time when vulnerable children need more support A time when parents worry about their child’s future A time of stress – for children, parents and staff

5. What is Transition not? Two days during the summer term The last two weeks of the summer term A two week curriculum that rolls over into Y7

6. Why is Transition important? To have secure knowledge of all children academically and emotionally, in order to understand the needs of all children not just the vulnerable groups who tend to be identified To build on prior learning; continuity of the learning journey, curriculum and provision so that children hit the ground running; so that we build on previous learning and continue the journey, not go back over things To make it child centred by being more cognisant of their worries, to reduce the stress levels for children and parents, so it’s seamless and relationships built up early To make sure the cultural changes between one stage and another (peer pressure, resilience, change of teachers, timetable) are thought through, addressed and skills transferred, giving children and parents a greater awareness of expectations

7. What is essential for successful transition? Regular meetings and good working relations between primary and secondary school staff Clear roles and responsibilities within primary and secondary schools that span transition Transition processes are broadened to include pupils in year groups other than Year 7 Two-way dialogue and discussion between primary and secondary schools on similarities and differences in the curriculum

8. Teachers use their skills and knowledge to support curriculum design in other phase Teacher exchange and secondment between primary and secondary schools Pupils develop a learning portfolio which describes them as learners and gives samples of achievement. This is shared with the secondary school and extended during Year 7 Active preparation of pupils to meet new ways of working

9. Quality information to parents about teaching and classroom practice Quality information is given to parents about their contribution to managing learning and encouraging their children to become ‘professional learners’ Robust anti-bullying policy that is made explicit to pupils and parents and implemented effectively Pupil transfer is handled to the satisfaction of all pupils and parents

10. What barriers make successful Transition difficult to achieve? Schools can be too insular and protective of what they do, and fear change The competition between schools for places to be filled Different vested interests The lack of shared responsibility Different Authorities involved and cross Borough communication

11. Children going to different schools Inconsistent co-operation between schools Hectic timetable Individual priorities in each school Curriculum understanding and change Time for teachers to map the curriculum Ofsted pressures Allocation date is too late (March 1 st ) Appeals process Parental engagement – awareness and understanding

12. What might be the solutions? Put the child at the heart of it – What benefits does it have for the child? Building stronger relationships; creating the culture of common goals, ethos and vision Joining up for dialogue, communication and support Commitment – agreement to key non- negotiables

13. Secondary Headteachers to agree dates Common information sharing agreement between primary and secondary Have as strand objective in Transferring Tees initiative – leadership driven Improve communication and planning at an earlier date Keep in mind pupils are the priority not individual schools Joint RAB on Y6 going into Y7

14. The willingness to commit and ensure a child’s entitlement – everyone on board! A clear plan An LA child entitlement is agreed The determination to change

15. What actions can we take now? A cross phase group to drive change Statement of Intent for Core Entitlement for all children and young people – create charter signed by all Headteachers Create action plan with specific dates, activities and deadlines All Headteachers agree importance of allocating staff time to get into primaries/secondaries and make it happen

16. Identifying key people within organisations – raising status of transition Shared CPD opportunities – planning and progression through the curriculum Discuss with the children what they want transition to look like Work with parent to raise their expectations and independence of the child

17. ‘ the key to unlocking the potential of children and young people across this region ultimately lies with you as school leaders.’ (Sir Michael Wilshaw, Schools NorthEast, October 2015)