Problem 1: You have a lot of feeder primary schools and not enough time to visit them all
Be mindful of the impact this could have on staff workload. If you do not have the capacity for someone to pay a regular visit to each feeder primary, consider starting the process in year 5, or maybe even year 4. Subject leaders might visit too, not just the transition team.
Take time to look at the curriculum that is being taught in the primaries and build on the work already being done. This will support new pupils in terms of a level of familiarity and will go a long way to improving outcomes by ensuring you do not waste any time going over learning already covered. Talk to primary colleagues about what a joined-up curriculum could look like.
Transition strategies should ideally be added to your school improvement plan. Devise a clear meeting schedule where, say once every half term and in lieu of a department meeting, your subject leaders attend a network meeting with relevant primary leads. These meetings will also help secondary teachers gain a better understanding of what is being tested in SATs at the end of key stage 2.
Problem 2: Induction day logistics
It is important that all year 6 pupils attend, so get this date into the calendar early and share it with your feeder schools so that parents are informed well in advance.
Organising these days effectively can be a challenge. Alongside a range of fun activities, you might also assess reading, writing and numeracy.
Meeting the head of year and new class tutors is important, but so too is an assembly with the headteacher and the senior leadership team, where expectations are clearly outlined. Invite governors and/or trustees to sit in too.
Many secondary schools run a summer school for new starters. This is a good way to help with the settling in process and can be used for early intervention. Some schools put on an additional induction day for vulnerable pupils and those with SEND.
Problem 3: Using primary school internal data
Any information you have from your feeder schools can help you get a picture of the new cohort’s strengths and weaker areas, but shared internal data needs to be fully understood – do not make assumptions. Instead, make the time to talk through it with feeder primary colleagues.
Problem 4: Understanding key stage 2 external data
Key stage 2 SATs data will not be shared with secondary schools this year until August, so the question-level analysis information will be too late to use to aid setting. SATs are, first and foremost, an accountability measure of primary schools – but the results will also provide some useful information on where pupils might need help.
In October, the early release key stage 2 national data is published. Use this to help you look for any patterns in your own context. Share data with leaders and teachers so they know what to expect and plan for.
Problem 5: Parental concerns and questions
Early communication with parents is essential. Consider a Q&A session in the school library hosted by the headteacher and head of year. Also consider recording a short informal video answering some FAQs. Following school place allocation day in March, you could write to parents welcoming them to the school community.
Additional open days can be an effective way to listen to parents and for you to allay their fears, concerns or anxieties well ahead of the new term. If you have a summer term production, invite year 6 pupils and parents. Hold a coffee morning/evening where new parents can meet one another. Remember, this can be a worrying time for them too.
Problem 6: The anxieties and fears of pupils
Do not underestimate how daunting this time can be for year 6 pupils, as they move from the security of their primary school. Without a doubt, the biggest fears will be related to friendship groups. Clear communication is important, so they know what to expect and feel supported. Some will need more help than others with this and may spend their summer worrying if it is not addressed – this includes parents too.
Transition visits bring opportunities to talk through fears. Ahead of this, meet year 6 teachers, primary headteachers, designated safeguarding leads, and SENCOs.
Problem 7: Setting and maintaining high standards
Policies for behaviour, uniform, and homework expectations must be shared in advance with new pupils and parents. Set your high expectations out from the very beginning. Be clear on actions that will be taken. Work with parents and pupils who might need any additional support with this from an early stage.
Problem 8: Ensuring early intervention
Early intervention strategies will look different according to your school and context. You might want to consider what strategies your departments have in place for incoming disadvantaged pupils. What homework packages can be set early on to plug any gaps? Do your incoming pupils know about all extra-curricular opportunities? What strategies are in place to support your weakest readers? Knowing about any problems with persistent absence early on will help ensure this is addressed from the outset.
Problem 9: Structuring the first day and week in September
For many secondary schools, the first day back is for new year 7s only. On this day they will have time with their new tutor and head of year, and an assembly with the headteacher. However, this day needs structure and rigour with a “start-as-we-mean-to go-on” expectation. For many schools, the rest of the week sets the tone for the rest of the year. If you have planned well in advance, parental questions will have been answered and you will be able to concentrate fully on ensuring that all new pupils are settled and happy.
Problem 10: Measuring impact of transition work
Schools should never underestimate the impact of effective transition. It is not just about a smooth process with happy pupils, parents and staff, it is about school improvement and knowing how to help pupils achieve their very best. The process is also about building trust with parents.
This is not a process that ever really ends. Once you finish assessing how it has gone this year, it is time to begin planning ahead in earnest for the following year.
- Tiffnie Harris is primary specialist at the Association of School and College Leaders. Read her previous articles for SecEd via https://bit.ly/seced-harrist