Key Stage 2 to Key Stage 3 Transition Project
Key Stage 2 to Key Stage 3 Transition Project August 2005
Prepared by Keith Fuller (Senior Consultant) Frank Thomas (Associate Consultant) Colin Horswell Mouchel Parkman Strelley Hall Nottingham NG8 6PE T +44 (0)115 9061 313 F +44 (0)115 9061 302 Prepared for KS2-3 Transition Design Collaborative Steering Group
Acknowledgements The authors would like to thank the staff and pupils of the following for their co-operation and support in the compilation of this report. Seven Kings High School (Redbridge); Valentines High School (Redbridge); Archbishop Tenison’s C of E High School (Croydon); Norbury Manor High School for Girls (Croydon); Jo Richardson Community School (Barking and Dagenham); Haydon School (Hillingdon); Rutlish School (Merton); Preston Manor High School (Brent); Battersea Technology College (Wandsworth); Lady Margaret School (Hammersmith and Fulham); Stockwell Park School (Lambeth); Highbury Fields School (Islington); Stanley Park High School (Sutton); Park View Academy (Haringey); Tolworth Girls’ School (Kingston-upon-Thames); The Ravensbourne School (Bromley); Little Ilford School (Newham).
Key Stage 2 to Key Stage 3 Transition Project
Contents 1
Introduction................................................................................................. 1
2
Methodology ............................................................................................... 3
3
2.1
The questionnaire and interviews in schools................................................. 3
2.2
Good practice in transition............................................................................. 4
Outcomes of research ............................................................................... 9 3.1
Analysis of questionnaire responses on transition ........................................ 9
3.2
Good practice in transition............................................................................. 9
3.3
Overcoming barriers to effective practice .................................................... 14
3.4
Common messages from the interviews in schools .................................... 15
3.5
The transition bridges and good practice – interviews with schools ............ 19
4
Self-Evaluation Tool................................................................................. 30
5
Conclusions .............................................................................................. 32
6
5.1
How do schools with best value added approach transition? ...................... 32
5.2
What are common characteristics of identified good practice? ................... 33
5.3
What are the barriers to effective KS2-3 transition?.................................... 34
5.4
Which practices have the greatest impact on pupil progress and performance and are likely to be transferable to schools with lower value added?.......... 35
Appendix ................................................................................................... 38 6.1
National Debates on Key Stage 2 to Key Stage 3 Transition ...................... 38
6.2
Blank Questionnaire.................................................................................... 45
6.3
Questions for School Interviews.................................................................. 51
Mouchel Parkman 2005
Key Stage 2 to Key Stage 3 Transition Project
1
Introduction
Four London boroughs, Merton, Barking & Dagenham, Hillingdon and Wandsworth have been working with the DfES to develop innovative solutions to ensure effective pupil transfer from primary to secondary school on behalf of all London boroughs. The collaborative decided to use the consultancy support of Mouchel Parkman to undertake some aspects of the planned work. The following aims and objectives were established for the consultancy:
To evaluate approaches used in primary and secondary schools across London to ensure effective primary to secondary transfer
To draw conclusions about the approaches that are most effective
To support London schools to share effective practice
In evaluating the approaches in schools in London to ensure effective KS2KS3 transition, it was agreed that Mouchel Parkman would develop an evaluation tool to assess good practice at LEA and school level. In addition, the tool will enable the benchmarking of transition practices and strategies across London. In the future it could also be used by schools and LEAs in their own self-evaluation exercises. Key Stage 3 coordinators in all London boroughs were asked to identify, and provide details of, good practice in transition in primary schools, secondary schools and the education department in their borough. Consultants undertook detailed interviews with a sample of secondary schools to find out more about initiatives and strategies on transition. Each consultation exercise was designed to seek views on the following questions:
How do those schools which are achieving the best value added results approach transition? Which of these activities can be identified as good practice?
What are the common characteristics of identified good practice?
What are the barriers to effective KS2-3 transition?
Mouchel Parkman 2005
1
Key Stage 2 to Key Stage 3 Transition Project
Which practices have the greatest impact on pupil progress and performance?
What aspects of successful schools’ practice are likely to be transferable to schools with lower value added?
The unique nature of KS 2-3 transition in London including, for example, the number of LEAs and the high number of primary schools feeding into individual secondary schools, had to inform this work.
Mouchel Parkman 2005
2
Key Stage 2 to Key Stage 3 Transition Project
2
Methodology
2.1
The questionnaire and interviews in schools
A good practice questionnaire was distributed to National Primary Strategy Coordinators and Key Stage 3 Coordinators in all 33 London boroughs. It asked them to highlight good or interesting transition practice within their primary and secondary schools and to highlight how they thought barriers to transition could be best overcome at a school, LEA and city-wide level. Seventeen secondary schools were visited by consultants who conducted interviews with headteachers, heads of Y7, other staff involved in supporting the transition process and groups of Y7 students. The schools visited were identified by one of the following criteria:
schools with a consistently high value added profile between Key Stage 2 and Key Stage 3
schools that have appeared in Key Stage 3 National Strategy case studies
schools helping to develop a shortened Key Stage 3
schools identified by Key stage 3 coordinators as having good or interesting transition practice
The interview templates (Appendix 5.7) were designed to explore the good practice in individual schools and how it impacts on pupil achievement and also to identify how much of this practice might be transferable to other schools. Respondents and interviewees were guided by the Good Practice in Transition tables developed as part of this project which detail some of the characteristics of transition good practice. These tables highlight the following five “transition bridges”:
Administrative, i.e. effective and robust administrative arrangements to support transition, e.g. pupil records transfer including performance data management, administrative meetings between key school staff, common procedures.
Social and personal, i.e. improving primary pupils’ and their parents’ familiarity with the school, layout and atmosphere. This bridge also ensures that effective pastoral support is in place.
Mouchel Parkman 2005
3
Key Stage 2 to Key Stage 3 Transition Project
Curriculum, i.e. improving the continuity in the curriculum between Y6 and Y7 to ensure that secondary school teachers build on the curriculum covered to date and seek to teach to pupils’ strengths.
Pedagogy, i.e. improving the continuity in teaching and classroom practice between Y6 and Y7. It seeks to counter stereotypes held by teachers in each phase and to encourage cross-phase professional support and dialogue.
Autonomy and managing learning, i.e. ensuring that pupils are seen as active participants in the transition process and in their own learning.
At the end of each of these consultation exercises the data and examples of good practice were analysed with the aim of answering the five key questions raised in the introduction to this report. 2.2
Good practice in transition
The table below details good practice for five key transition ‘bridges’ in a school: administrative, social and personal, curriculum, pedagogy, and autonomy and managing learning. It is informed by academic and action-research findings on what works in improving transition of pupils between primary and secondary schools. Transition Bridge
Good Practice
Administrative
‘Administrative bridges’ are focused on ensuring effective and robust administrative arrangements to support transition, e.g. pupil records transfer, administrative meetings between key school staff, common procedures. They include:
Mouchel Parkman 2005
1.
Transition policy is in place and has been agreed in partnership with primary schools. It covers the process for collecting and transferring information and sets an expectation for active work with partner school(s). It outlines the role of staff, parents and pupils in the transition process. The policy is regularly reviewed and amended accordingly. All staff, parents and pupils are aware of the policy.
2.
Transition processes are broadened to include pupils in year groups other than Y7.
3.
Regular meetings and good working relations between primary and secondary school staff, including: senior staff; heads of year; subject heads; SENCOs, and subject teachers.
4.
Clear roles and responsibilities within primary and secondary schools that span transition. Job descriptions make these explicit.
4
Key Stage 2 to Key Stage 3 Transition Project
Transition Bridge
Good Practice 5.
A ‘transition champion’ is identified within the school and the Board of Governors, i.e. named individuals with responsibility for effective transition.
6.
Feedback provided to primary schools on effectiveness of transition arrangements and early progress of pupils.
7.
Ongoing feedback to primary schools to include Key Stage 3, GCSE and post-16 attainment.
8.
Quality information provided to parents on administrative arrangements.
9.
Non-teaching staff are fully involved in the transition process, e.g. support staff from primary schools work with known pupils during first few days in secondary school.
10. Staff, parents and pupils are involved in evaluating transition arrangements to secure continuous improvement. 11. Administrative arrangements for transition are tailored to the needs of specific groups of pupils, e.g. those with special educational needs, G&T, pupils with EAL. Social and personal
‘Social and personal bridges’ are focused on improving primary school pupils’ and their parents’ familiarity with the school, layout and atmosphere. They also ensure that effective pastoral support is in place. They could include: 1.
Induction days with clear purpose and outcome.
2.
Open evenings for pupils and parents.
3.
Specialist visits are held across the full range of curriculum subjects, e.g. ICT, drama, sports, science.
4.
Parent and pupil guides for new entrants.
5.
Enabling pupils to access their new learning environment with confidence – using year/home bases as appropriate.
6.
Parents and pupils are effectively ‘briefed’ about transition, with opportunities to feed back on the reality for them.
7.
Joint social events between current Y6 and Y7 pupils.
8.
Identifying, in partnership with primary schools, and responding to pupils with particular difficulties, needs or strengths.
9.
Using information on social groupings within primary schools to create class groups.
10. Pupil peer mentoring – pre- and post-transition – and social support. 11. Sharing of information from primary school on social groupings. 12. Quality information to parents about pastoral support and differences in the school.
Mouchel Parkman 2005
5
Key Stage 2 to Key Stage 3 Transition Project
Transition Bridge
Good Practice 13. Parents have an early opportunity to discuss progress and transition issues with secondary school staff. 14. Robust anti-bullying policy that is made explicit to pupils and parents and implemented effectively. 15. Social, personal and pastoral arrangements for transition are tailored to the needs of specific groups of pupils, e.g. those with special educational needs, G&T, pupils with EAL.
Curriculum
‘Curriculum bridges’ are focused on improving the continuity in the curriculum between Y6 and Y7 to ensure that secondary school teachers build on the curriculum covered to date and seek to teach to pupils’ strengths. It includes: 1.
Making effective use of common data transfer form to capture pupil level information.
2.
Ensuring effective and full use of individual pupil data received from primary schools, including Key Stage 2 results and CATS.
3.
Data is used effectively at whole-school, department and classroom levels.
4.
Effective pupil-tracking (cohort and individual pupil) to monitor progress.
5.
Setting of attainment targets and procedures to monitor progress towards these targets.
6.
Cross-phase teaching, i.e. common curriculum topics that span Y6 and Y7.
7.
Secondary schools receive and build on ‘curriculum maps’ for Key Stage 2 from feeder primary schools and adapt Y7 curriculum accordingly.
8.
Two-way dialogue and discussion between primary and secondary schools on Y6 and Y7 curricula.
9.
Teachers in each phase have detailed knowledge of respective assessment, tracking and target-setting processes.
10. Common understanding of progress expected of pupils during transition years. 11. Shared understanding on the quality of work expected from Y6 and Y7 pupils across at least core subjects. 12. Joint projects and cross-phase activities. Other joint provision may also include bridging units. 13. Summer schools. 14. Joint masterclasses for gifted and talented pupils. 15. Joint teacher training days and professional development. 16. Catch-up programmes in Y7, especially for literacy.
Mouchel Parkman 2005
6
Key Stage 2 to Key Stage 3 Transition Project
Transition Bridge
Good Practice 17. Quality information to parents about the curriculum. This shows what will be taught and how continuity with primary school curriculum is ensured. 18. Curriculum arrangements for transition are tailored to the needs of specific groups of pupils, e.g. those with special educational needs, G&T, pupils with EAL.
Pedagogical
‘Pedagogical bridges’ focus on improving the continuity in teaching and classroom practice between Y6 and Y7. It seeks to counter stereotypes held by teachers in each phase and to encourage cross-phase professional support and dialogue. It includes: 1.
An understanding of primary and secondary schools’ approach to learning and teaching.
2.
Policies on learning and teaching shared across phases.
3.
A common language for discussing learning and teaching, e.g. use of terms such as “learning objectives”, “plenary”, “response partner” etc.
4.
Teacher exchange and secondment between primary and secondary schools.
5.
Shared lesson observations.
6.
Team teaching.
7.
Advanced Skills Teachers provide outreach support to primary schools.
8.
Joint training programmes and professional development on teaching skills.
9.
Recognition and celebration of differences in learning and teaching, e.g. access to specialist teaching and resources.
10. Groupings of students in Y7 which reduce the impact of change, e.g. same teacher for English, humanities and citizenship. 11. Active preparation of pupils to meet new ways of working. 12. Quality information to parents about teaching and classroom practice. 13. Common approach to learning environments, e.g. accessibility of resources, use of display to promote learning, arrangement of classroom furniture, etc. 14. Schools in both phases evaluate and adapt their joint approach to transition – taking account of the views of pupils, teachers and parents. 15. Pedagogy is tailored to the needs of specific groups of pupils, e.g. those with special educational needs, G&T, pupils with EAL.
Mouchel Parkman 2005
7
Key Stage 2 to Key Stage 3 Transition Project
Transition Bridge
Good Practice
Autonomy and managing learning
‘Autonomy and managing learning bridges’ focus on ensuring that pupils are seen as active participants in the transition process and in their own learning. It includes:
Mouchel Parkman 2005
1.
Pupils (and teachers) understand their preferred learning styles and can talk confidently about this to their new teachers (and pupils).
2.
Similar language is used across phases to talk about learning and teaching.
3.
Pupils develop a learning portfolio which describes them as learners and gives samples of achievements. This is shared with the secondary school and extended during Y7.
4.
Pupils are actively encouraged to become ‘professional learners’ – reflecting on what and how they are learning.
5.
Pupils are empowered to proactively contribute to the transition process and are viewed as active participants, e.g. suggesting improvements and identifying barriers to successful transition.
6.
Quality information is given to parents about their contribution to managing learning and encouraging their children to become ‘professional learners’.
7.
Learning is managed to meet the needs of specific groups of pupils, e.g. those with special educational needs, G&T, pupils with EAL.
8
Key Stage 2 to Key Stage 3 Transition Project
3
Outcomes of research
3.1
Analysis of questionnaire responses on transition
3.1.1
Responses
A total of 13 responses were received from National Primary Strategy Coordinators and Key Stage 3 Strategy Co-ordinators (see diagram below), which is a return rate of 40%. Six LEAs completed the questionnaire and the remaining seven provided details of good practice over the telephone or by email. Profile of questionnaire responses
This summarises responses and common themes and Key:report : Questionnaire response received. :explores Other response received. issues. Fig. 1 - Responses received from London LEAs.
3.2
Good practice in transition
3.2.1
Overall characteristics of transition practice
The graphs below show the general profile of the transition practice highlighted by the six LEAs which completed the questionnaire. Details of 24 projects/initiatives were provided. The first graph shows that 14% of transition practice highlighted by respondents contains an administrative bridge element, 24% focus on the social and personal bridge, 30% on the Mouchel Parkman 2005
9
Key Stage 2 to Key Stage 3 Transition Project
curriculum bridge, 20% on the pedagogical bridge and 12% on the autonomy and managing learning bridge. Nearly two-thirds of projects highlighted are aimed at more than one transition bridge. The second chart shows the distribution of transition initiatives by school phase. 38% of good practice projects highlighted in questionnaires take place in primary schools, 54% (or 13 projects) take place in secondary schools and 8% take place in special schools. Profile of projects highlighted in questionnaires
Bridges involved in each project
12% (7)
Good practice by school phase
2, 8%
14% (8)
9, 38% 20% (12) 24% (14)
13, 54% 30% (18) Administrative
Primary
Social and personal Curriculum Pedagogical Autonomy and managing learning
Secondary Special
Fig. 2 - Charts showing the overall profile of transition projects/initiatives highlighted by respondents in questionnaires.
Mouchel Parkman 2005
10
Key Stage 2 to Key Stage 3 Transition Project
3.2.2
Detailed information about transition practice
The table below provides further detailed information about the transition practice taking place in each LEA which responded to the questionnaire: LEA
Phase
Details of transition practice
Bromley
Primary
Social and organisational skills.
Secondary
Joint master classes for G&T pupils.
Tailoring curriculum to improve transition.
Tailoring curriculum to improve transition.
Out-of-hours learning activities.
Summer school.
Improve language and literacy skills through MFL.
Teachers employed as ‘cross-phase’ teachers covering the following subjects/issues: English, maths, science, MFL, technology and behaviour. Regular teaching by secondary school staff in primary schools. Secondary school also hosts lessons for primary school pupils.
Cross-phase lesson observations.
Cross-phase discussions about curriculum content, lesson structure, language used and expectations.
New schemes of work developed and currently being evaluated.
Pastoral issues addressed through a video shown to Y6 and Y7 pupils covering expectations etc.
MFL outreach support to primary schools.
Transition day with taster lessons.
Peer mentoring/buddying.
Primary school teachers and LSAs working with Y7 pupils on social skills.
Links with primary schools through Head of Year and Senco.
Transition week with taster lessons, plus information provided to Y6 by existing Y7 pupils.
Summer term interview for all Y6 pupils and their parents to meet secondary school staff member and for the pupil to discuss a piece of work of which they are particularly proud.
Peer mentoring, focused on subject support/ homework.
Advice to parents.
Summer school for high achieving pupils.
Hackney
Kingston upon Thames
Secondary
Secondary
Mouchel Parkman 2005
Peer mentoring.
11
Key Stage 2 to Key Stage 3 Transition Project
LEA
Phase
Details of transition practice
Merton
Secondary
Orientation week with key activities and opportunities for parent/carer involvement.
Class-group teaching for first few weeks to help increase familiarity of school and peers.
Cross-curricular transition project with cluster primary schools in summer term involving Y5 pupils with a focus on art and maths.
AST works with cluster primary schools to support higher attaining pupils in maths.
Designated teacher with responsibility for transition.
Collaborative science project with teachers from two primary schools.
Support to primary schools for teaching foreign languages.
Drama workshops and technology activities for primary school pupils.
Ex-primary school teacher employed to support very low attaining pupils. These pupils are taught as a classgroup, helping to increase stability.
Regular cluster meetings for English and maths.
Team teaching is being piloted for summer term.
Transition units in maths.
Shared projects with local secondary schools, including ICT, theatre.
Y6 trips attended by Y7 teachers.
Learning mentor support.
Peer mentoring from existing Y7 pupils.
Questionnaire to highlight and explore pupils’ concerns. Accompanying PSHE workshops.
Transition model curriculum.
Assessment for learning project.
Induction mentor.
Football project.
MFL links with primary schools as part of specialist status.
Contact with partner primary schools, with a focus on pupils with literacy difficulties.
Induction visits.
Learning mentor support.
Summer term access to ICT and PE facilities.
Newham
Wandsworth
Primary & Secondary
Primaries
Secondary
Special
Fig. 3 - Detailed information from questionnaires about transition good practice in London LEAs.
Mouchel Parkman 2005
12
Key Stage 2 to Key Stage 3 Transition Project
Other LEAs highlighted the following activities/initiatives taking place in their schools or their authority: LEA
Details of transition practice
Barking & Dagenham
Pilots at school-level being developed as part of the transition design collaborative. Focused on raising teacher expectations, pedagogical continuity and interactive whole-class teaching.
Bexley
Science transfer project – develop schemes of work at Key Stage 2 and Key Stage 3 to help improve curriculum continuity.
Camden
Camden has recently published a ‘transition standard’ and ‘transition audit’. Both tools use the five transition bridges as a basis. Schools in Camden have been provided with three days of supply cover in order to complete the audit. Copies of the tools have also been provided to some other London LEAs with the aim of rolling the exercise out to other schools.
Ealing
Cross-phase conferences on transition focused on sharing good practice.
Regular transition newsletters.
Children’s Fund projects focused on transition.
Transition units.
Fig. 4 - Detailed information on transition practice provided by LEAs but not through the questionnaire.
3.2.3
Analysis
An analysis of the transition good practice highlighted by London LEAs suggests that:
A relatively high proportion of transition practice is one-off events or focused only on the immediate period of transition, e.g. induction visits, summer schools, workshops for specific subjects.
Many networks that have been developed between schools and teachers enable them to share good practice. However, there are rarely mechanisms in place to ensure that new practice or actions are followed-through.
Many schools are engaging with transition units and curriculum issues as well as the pedagogical aspects of transition.
In the main, pupils continue to be seen as passive players in the transition process and few initiatives seek to address their role as active and autonomous managers of their learning.
Mouchel Parkman 2005
13
Key Stage 2 to Key Stage 3 Transition Project
3.3
Overcoming barriers to effective practice
Respondents were asked to highlight the most effective ways of overcoming the barriers to effective transition: (a) within schools; (b) within their LEA; and (c) across London. Common issues are highlighted in the table below. Context
Barriers can be overcome by…
Within schools
Establishing dedicated/protected time for teachers to develop their practice to improve transition.
Ensuring that cross-phase working is continuous and not just one-off events.
Developing mutual understanding across phases of teaching and learning practice. Develop common expectations of pupils at Y6 and Y7 across the phases. Establish open communications and mutual respect between teachers in different phases.
Increasing secondary school teachers’ expectations of Y6 and Y7 pupils.
Focusing on pupils’ social skills and learning styles.
Prioritising transition within schools.
Within LEAs
Establishing dedicated/protected time to tackle transition and share good practice. Suggestions included:
Cross-phase meetings with a clear transition focus/remit.
Curriculum meetings between Y6 and Y7 teachers to discuss schemes of work.
Cluster groupings of schools.
Network meetings.
ASTs and other professionals to focus on transition practices.
Respondents noted the added complication to transition for many schools within London of having a large number of partner schools. The effective and efficient transfer of data was also highlighted as being key to helping schools and LEA tackle barriers to transition. Across London
Improving links between LEAs within London, in particular between relevant transition consultants. This would facilitate improved sharing of good practice between authorities and would encourage greater collaboration and joint working.
Further improving the transfer of pupil records and transition materials between LEAs.
Fig. 5 - Summary of respondents’ views of overcoming barriers to effective practice in transition.
A consistent message from respondents about all three levels is the importance of providing dedicated and protected time for teachers and other professionals to engage with, develop and implement transition good practice.
Mouchel Parkman 2005
14
Key Stage 2 to Key Stage 3 Transition Project
3.4
Common messages from the interviews in schools
3.4.1
Number of feeder schools
Need for some consistency in practice within each cluster (irrespective of eventual destination for individual pupils). The value is in introducing primary pupils to secondary school as a concept irrespective of whether they eventually attend the same school. 3.4.2
The greater the need
The greater the need, the greater the importance of good transition practices across all bridges. This is particularly true with regard to social/pastoral bridge but also applies to others. Schools with most to do in terms of reputation and improvement give it greatest attention. EAZ funding has supported outreach work as part of a social inclusion agenda – if high attendance rates can be secured at Primary School then the chance of good attendance rates at Secondary School is increased. 3.4.3
Importance of LEA
Needs to secure quick availability of KS2 results, raise profile, encourage common processes, encourage consistency with regard to language of learning 3.4.4
Screening and testing
However well received, the KS2 results will, it seems, always be supplemented by other tests. The SATs do not give sufficient information. The earlier the screening is done the better (although some schools deliberately – giving thought to the social/pastoral bridge – delay and give a settling – in period of a few weeks). One school with high value added gives the tests at induction day time in early July. All information is then available for use in group organisation at the time the school needs it most. Secondary schools on the whole continue to question SATs validity often expressing concern that primary schools cramming for SATs may lead to higher results being achieved than truly reflect the general attainment level of some Y6 pupils.
Mouchel Parkman 2005
15
Key Stage 2 to Key Stage 3 Transition Project
3.4.5
Schools with significant numbers of pupils at L3
These schools are most likely to be developing structures and practice which ‘bridge’ between KS2 and KS3. These may include:
Reducing the number of teachers seen by such pupils
Bonding weeks
Catch Up classes
Summer Schools.
3.4.6
Summer Schools
All but one of the schools where there had previously been summer schools deeply regretted the loss of such (where they had been unable to continue). Several Y7 pupils at interview spoke with enthusiasm about their experiences at G & T Summer Schools and the contribution this made to preparing them for secondary school. 3.4.7
Significance of headteacher’s position on transition activity
This is particularly important in either developing ‘enriching’ level activity across the bridges or in developing any good practice within the curriculum, pedagogical and autonomy and managing learning’ bridges. One head described establishing effective transition practice as being one of her top three priorities. 3.4.8
Preparation for transfer
We have been surprised to find how little the pupils believed they were prepared for secondary school by their teachers. Even accounting for the overstating of this by some pupils it was evident that there were few occasions when Y6 teachers actually structured a programme, however short, which was ‘secondary school preparation’. 3.4.9
Early contact with parents
As part of the induction process following transfer the notion of Review Day is becoming common. An in-school time opportunity for parents to share any concerns and be informed on their child’ progress and how well they have settled.
Mouchel Parkman 2005
16
Key Stage 2 to Key Stage 3 Transition Project
3.4.10 Single pupils Particular vigilance should be accorded where single pupils attend an Induction experience or start in September. It is easy to assume that such practices as alphabetical seating plans – however commendable- will overcome the difficulties and new friends will be made. It does not always happen. The saddest story we heard was of a boy who recalled (in his mind) spending the whole first week alone. School started for him when he met another boy who had been similarly alone. 3.4.11 Headteachers and ambassadors Visits to Primary Schools by Y7 students to speak about their experience were particularly remembered and valued. At one school, pupils interviewed spoke about a head teacher coming to their primary school. They didn’t end up going to the school from where the head teacher had come but it was remembered because he was accompanied by pupils. 3.4.12 Buddy systems Buddy systems are particularly valued by pupils. Examples discussed did not seem to accord greater preference to any particular year group as examples came from Y8, 10 and 12 3.4.13 Bonding weeks for L3 and below Interesting and successful practice developed where a school only takes the L3 pupils and below for an induction/bonding/catch-up residential (all pupils are paid for by the school). Notable impact on self-esteem and selfconfidence was reported. 3.4.14 Transfer forms Sensitivities about issues and questions beyond basic information were recognised. Generally perceived that LEA examples where there is a reluctance to ask for more sensitive judgements are less effective. 3.4.15 Separation of ‘transition’ activity from support in Y7 Transition is about what happens before the transfer, during the transfer and following the transfer. Some schools may be less obviously strong at transfer activities (before and during) but give real emphasis to support in Y7.
Mouchel Parkman 2005
17
Key Stage 2 to Key Stage 3 Transition Project
3.4.16 Changing practice There appears to be a change of some significance from the dominant practice being visits to Primary Schools to individual interview (pupil and parents) during May/June. Some schools do both, with such schools investing heavily in the process and in the importance of transition activity. 3.4.17 Distribution of data to staff There are common messages about how and when data on pupils is given as information to staff. Very few schools will be able to consider each child in a staff meeting but it is important that thought is given to this by all schools so that the data becomes active and is integral to teaching and consideration of any pupil’s needs.
Mouchel Parkman 2005
18
Key Stage 2 to Key Stage 3 Transition Project
3.5
The transition bridges and good practice – interviews with schools
Transition Bridge One Administrative At Valentines High School the Intervention manager has also assumed the role of Admissions and Liaison assistant to Y7. A clear job description identifies how she assists the HOY in a range of procedures to support effective transition. This developing support staff role also supports the philosophy of the national remodelling agenda. The individual in this role has become a driving force in establishing positive relationships with feeder schools including staff and parents. She is the first point of contact but works closely with the HOY. The difference in their roles is clearly defined and a genuine partnership has been achieved. The admissions assistant visits all feeder schools and talks to parents throughout the year. She delivers talks to prospective parents, including Y5, on secondary transfer and also conducts home visits during holidays where necessary to address individual issues. Communication and relationships have become a strength with this member of staff having a major impact on the success of practice linked also to the social and personal bridge. Jo Richardson Community School (JRCS) is currently housed in temporary accommodation prior to an imminent move to new purpose designed premises. This will also involve a change in geographic location and a consequent change in the primary schools which will be local to the new school. The very detailed approach to data collection and progress monitoring which the school is developing will assist the school both in its self evaluation and in realizing the potential of its new intake. The ‘Student Progress Data’ as collected, analysed, made available and used for target setting and performance monitoring is extremely comprehensive with as many as 75 benchmarks including attitudinal surveying of parents and pupils using Ofsted type questionnaires. A baseline has been established from which performance can be measured and clear trends identified. Y7 transfer data and KS2 results are incorporated and the school aims for 100% data by being very proactive in sourcing KS2 information. Nationally available assessment managements systems are used and assessment/attainment information using ‘sub-levels’ is collected formally twice a year. Numerical methods have been developed to monitor the
Mouchel Parkman 2005
19
Key Stage 2 to Key Stage 3 Transition Project
personal organization, behaviour and attitude of individual pupils and all is discussed with parents twice-yearly at Performance Review Days. With a high profile being given to the importance of transfer and transition activity the arrangements at Park View Academy have evolved into a very effective process which is communicated to and understood by parents. A single document which is given to parents summarises all activities within seven different stages from the moment when the offer of a place is made to the celebration of successful induction which is held at the end of the first half term. While all schools that were visited for the research were able to describe the activities involved in transition clearly, and in all there were clear processes, only at Park View had these been captured in a single document which enabled all involved to understand the whole process. This document was particularly helpful to parents where much of the anxiety at transfer time lays. At Park View Academy the trend towards holding individual transfer/welcome interviews with pupils and their parents was evident but their seven stage model was particularly complete because the visit to Primary School was included as well.
Mouchel Parkman 2005
20
Key Stage 2 to Key Stage 3 Transition Project
Transition Bridge Two Social and Personal At Tolworth Girls’ High School a “Team Building Day” has been introduced for Y7 pupils early in the autumn term. The timetable is suspended and pupils are organized into mixed tutor groups with a team leader. The teams face eight cognitive and physical challenges. A points system is used to give the day a competitive edge. Staff are convinced that this day helps the pupils to knit socially and feel a part of the year group and not merely a tutor group. A group of pupils gave a very positive response to this activity at interview. At The Ravensbourne School student leadership is the key theme behind a highly successful peer mentoring scheme with Bickley Primary School. A group of Y8 pupils have been trained as mentors and actively support the pursuit of the project aim to introduce primary school pupils to the secondary school ethos. Each Y5 pupil has a mentor who acts as a guide and helper throughout the two year project. The mentors regularly visit the primary school and primary pupils visit the secondary school to take part in lessons in various curriculum areas. Not only is this scheme fostering confidence in Y5 pupils in relation to transfer but also helping to raise awareness of younger pupils attending secondary school for the first time. The project is being pursued with enthusiasm by both adults and pupils alike. The project is underpinned by the belief that no matter which school a child moves to engaging with this project will be of great value in preparing pupils for secondary transfer. At Lady Margaret School (11-18 girls 3f.e.) extraordinary attention is given to ensuring that all the girls are happy and feel comfortable in their new school as quickly as possible. This emphasis at the start of secondary schooling is seen as making the biggest contribution to the Schools valueadded success. The nature of the intake means that although only 90 girls arrive each year they can come from over 40 different primary schools, some of which will be a considerable distance away. The girls are ‘buddied’ with Y8s and all have an ‘auntie’ in the Sixth Form. Every girl is discussed at a staff meeting before the beginning of term when details are given about prior attainment and educational or social need. Learning names is a high priority and a series of events throughout the first half-term ensures that all are known by both older pupils and staff and that they know and are friendly and confident with a large number of others. This culminates in the House Play competition where each house puts on a play produced and directed by sixth formers in which all Y7 are expected to have roles.
Mouchel Parkman 2005
21
Key Stage 2 to Key Stage 3 Transition Project
The whole approach is symbolised by the Y7 Induction booklet which is very much written in language for the girls and which is a further source of guidance while they find their feet. Contents of the booklet are:
Head’s introduction which sets the tone and describes warmly the difficulties which some may face and how they should react
Who’s who? – a directory of key staff and where they can be found
Basic equipment requirements
Do’s and Don’ts – general guidance on how to make the best of their time
School Rules – limited to those needed from the start
Homework timetable (signed by both form tutor and parent)
A brief introduction to each subject on the timetable and what can be expected in the first year
Sample comments by the previous Y7
A questionnaire which tests their knowledge of the school following induction day and their introduction to the school.
Mouchel Parkman 2005
22
Key Stage 2 to Key Stage 3 Transition Project
Transition Bridge Three Curricular Science cluster meetings at Little Ilford School have helped develop more effective relationships with local primary schools. Using directed time science staff meet with primary co-ordinators and an LEA consultant. Schemes of work are shared to avoid repetition and help develop some commonality. This has encouraged a move away from a curriculum which is too focused on content and not concepts. A transition unit has been developed and is pursued. Y6 pupils experience some teaching in the secondary school with KS2 teachers present. KS3 teachers also teach part of the unit in primary schools. Cluster meeting are described as being dynamic and the mathematics department is now looking to develop a similar model. At Battersea Technology College (BTC) a curriculum project which bridges from Primary School by reducing the number of teachers experienced by Y7 pupils is in its third year. A formal review and evaluation in the Autumn Term of 2004 has confirmed the success of the project which is well supported by parents. The ‘Transition Model’ as it is called at BTC (a more attractive and descriptive course title is intended) involves the same teacher teaching English, History and Geography as discrete subjects for nine times in the week. This has evolved (and reduced) from an initial model which also included RE and PSHE. While opportunities for cross curricular work are encouraged it is regarded as important that the separation of subjects is maintained and that teachers are disciplined about the allocation of time to each one. A teaching team of four full-time members of staff includes three holding management responsibilities. This strong – and experienced – team is led by an Assistant Principal and works well together, prides itself on supporting each other with the development of resources and is strong on reviewing curriculum and practice. A real willingness by the teachers to become knowledgeable and confident about teaching material outside and beyond single subject specialism is essential. Where this can be achieved, then the outcomes include a high level of enthusiasm and interest by pupils and a marked improvement in pupil behaviour. At Seven Kings High School (11-18 co-educational) curriculum (as well as social and pedagogical) bridging is helped by a real ‘bridges’ project which commences in Y6 (summer term after SATs) and is taken on by the pupils into Y7. This includes a visit by Y6 students from partner primary schools to the bridges of the River Thames.
Mouchel Parkman 2005
23
Key Stage 2 to Key Stage 3 Transition Project
The research sample revealed a number of instances of such projects, some of which are initiated by the LEAs, where units of work are developed for commencement in Y6 and continuation and completion in Y7. The work at Seven Kings is particularly interesting for the ‘completeness’ of the project. It has the following elements:
Science and Technology teachers from Seven Kings High School visit the primary schools and team teach the relevant topics on Forces and Structures.
Y6 teachers continue teaching the topic, introducing and preparing pupils for the visit.
Secondary and Primary teachers BOTH accompany a study visit to the bridges of the River Thames.
Follow up work happens both in the Y6 classroom and at Induction day.
The project booklet includes holiday homework and research tasks which are marked and developed by the teachers at the start of Y7.
Completion of projects is celebrated.
Completed projects form part of the ‘best work’ folder which is on desks for the first half term. Headteacher and senior staff expect this to be available when classrooms are visited.
Projects are available for parents attending Open events. Successful transition practices which address the issue of regression in Y7/8 and/or maximise potential through KS3 are not only concerned with the activities at the time of transfer. At Stockwell Park High School the KS3 curriculum has been completely restructured in recognition of the extreme needs of the pupils (e.g. 76% FSM) who join the school either at the start of Y7 or – in increasing numbers – at different times during the year. The curriculum delivery structure has been designed to:
Mouchel Parkman 2005
24
Key Stage 2 to Key Stage 3 Transition Project
Recognise and meet the needs of the different starting points of learners
Raise the pace of learning for high attainers (the structure includes provision for a two-year KS3 where this is appropriate – estimated as 24%)
Provide focused and targeted support for learners who arrive with low prior attainment.
Four different groups of learners are identified in Y7. For each there is a different scheme of work and structure and emphasis to the curriculum (with different outcomes at the end of Y7):
Targeting and/or securing Level 5 in core subjects (30%)
Support to target and/or secure L4 in core subjects (30%)
Support to target and/or secure L3 in core subjects (20%)
Support Programme designed to develop basic skills in English, Mathematics and Scientific Enquiry.
Success criteria for the new arrangements include reference to attitude, behaviour and attendance as well as attainment but also refer directly to the possibility of regression i.e. ‘there is neither plateauing nor falling back after learners transfer from Key Stage 2.’
Mouchel Parkman 2005
25
Key Stage 2 to Key Stage 3 Transition Project
Transition Bridge Four Pedagogic A number of secondary schools visited have adopted certain practices from Primary schools. As part of an anti bullying strategy Tolworth Girls’ High School has introduced circle time in Y7. The pupils are very skilled in this activity and the school aims to build upon these skills developed at primary school. At Little Ilford Y7 pupils engage in collaborative paired and group work based on a KS2 model. Effective cross phase links also enable primary staff to observe at first hand specialist teaching being delivered. At Valentine’s High School the staff have explored strategies for developing continuity in teaching and learning styles. Common language is used in lessons, for example, use of WALT and WILF in communicating learning objectives. The question of how AFL is being used in primary schools has also been explored. At Jo Richardson Community School (JRCS) the Headteacher has been an enthusiastic supporter of attempts by the London Borough of Barking and Dagenham to establish a common approach to pedagogy across all schools within the borough. Developed from a concept first seen in Switzerland the ideas are a pre-cursor to the ‘strategies’ approach which has been initiated nationally over the last six years and at JRCS are described within a ‘Framework for Teaching’. Amongst the principles and beliefs which underpin the framework is the need to: “build on prior learning at KS2, and both (our) pedagogy and curriculum should reflect students’ experiences at primary school” Features of the Framework are:
A common lesson structure which corresponds to the KS3 Strategy lesson format but which gives tighter expectations on processes which should be common across the school (and across schools) and includes guidance on questioning and classroom management
Guidance on how to develop oral skills of pupils
Modelling by pupils
Pre-Conditions for Learning including classroom culture and layout of teaching space.
Mouchel Parkman 2005
26
Key Stage 2 to Key Stage 3 Transition Project
Close work with an identified group of local primary schools who have also adopted the same framework is seen as contributing hugely to the improvements evident in pupil behaviour, learning and attainment. Alongside this framework for Teaching (and learning) has been developed the most rigorous and comprehensive approach to pupil monitoring that was seen in the research sample (see Administrative Bridge). These practices are being developed in advance of the school moving into new purpose-built accommodation. The design of the building has been informed by the JRCS Framework for Learning. The school has every right to feel optimistic about achieving the holy grail of consistency – consistency and continuity from primary School; consistency of practice across departments.
Mouchel Parkman 2005
27
Key Stage 2 to Key Stage 3 Transition Project
Transition Bridge Five Autonomy and Managing Learning At Little Ilford School strategies have been established to listen effectively to the student voice. Questionnaires have been introduced for Y7 and representatives of this cohort have attended SLT meetings to provide feedback on transition experience particularly relating to teaching and learning. The outcomes of these questionnaires and meetings are reported to all staff and the key question posed of “What does this mean for us?” This strategy has had an impact upon staff perceptions with a sharper focus in professional dialogue on the subject of pedagogy. At Stockwell Park High School, ‘Attitude determines Altitude’. Successful transition practices which insure against regression in Y7/8 and/or maximise potential through KS3 are not only concerned with the activities at the time of transfer. At Stockwell Park High School all Y7s spend four lessons every Friday on a Lifeskills programme with the aim of helping ‘our students as they decide to make good decisions in the areas of personal, social, health and educational issues.’ A dedicated team, teaching all Y7 at the same time on one day, brought logistical problems (it needed to be the first element written into the timetable and did create some difficulties for other departments) however all have remained supportive of this initiative because of the positive impact it has had on the overall attitude and work ethic of the pupils. Evidence for this improvement is seen in an analysis of referrals to the Learning Support Unit. While the emphasis which the school has given to improving attitudes to learning has impacted on the whole of KS3, and has produced an overall reduction in the number of referrals, by far the biggest reduction has been in Y7 with a 40% reduction. Following the success of the Lifeskills programme in Y7 it will be extended into Ys 8 and 9. The format will be different (it will not be possible to do all on one day) but the impact on attitude and achievement and attainment (altitude) is expected to continue.
Mouchel Parkman 2005
28
Key Stage 2 to Key Stage 3 Transition Project
Research into good practice: Interviews with schools Quotes from headteachers and other members of Senior Leadership Teams
BARRIERS “Anything that prevents progress”
LEVERS “A means of exerting pressure to accomplish something”
“We received students from more than 40 “Transition is one of my top three priorities” primary schools” “London Challenge work is beginning to feed “The list of pupils we originally receive into transition work” can change by up to one third by “Primary schools have difficulty covering for September” colleagues. Transfer and transition practices “Primary schools de-prioritise the issue” place big demands upon resources. Is there a need for a ring fenced budget?” “Appeals procedures take too long and inevitably there are lots of late changes “Large amount of work is required to be done if which mitigates against best practice. No you really want to do it well. Needs to be a system exists to inform schools when single person job – a champion.” pupils are not coming – schools have to “Transition practice should start earlier (Y3/4) find out for themselves” and the principles should be applied to “Some LEAs actually discourage links admissions into all years. Whole school and not with schools outside own boroughs” just transition boundary.” “There is a degree of competition between schools in the borough”
“Transition needs to be set in the wider context of admissions. Unique pressures faced by London schools. Need all LEAs to say we will “Priority put on transition not high enough support primary/secondary initiative. Such in our LEA” initiatives need to be tied to learning” “Need for secure roll as early as possible. “List of new entrants as soon as possible” Still receive children that are not expected” “There is a need for a common bridging project that enhances transition in widest sense and not “We had mixed success with bridging to merely influence choice” units which were not done by most primaries” “SATS scores as soon as possible”
Mouchel Parkman 2005
29
Key Stage 2 to Key Stage 3 Transition Project
4
Self-Evaluation Tool
Use of the Self-Evaluation Tool The self-evaluation tool is a management tool for school review and selfevaluation. It is intended for use by the school’s leadership team to identify current areas of effective practice and areas for further development, to identify transition practices which can be used to improve the experience of pupils transferring from primary school, and ultimately to raise standards. For each of the five transition bridges there are four rows which represent a continuum of development and effectiveness. The four rows are: Focusing upon Developing, Establishing and Enhancing effective transition practice. Within each row effective practices which are being employed by some London schools are briefly described. By considering the various practices outlined, the leadership team can identify current strategies which are being employed by the school and possible ways of developing practice within each transition bridge. It is possible that the team may decide the improvement agenda needs to focus on one particular bridge in order to impact positively upon transition practice. Once areas for development have been identified the leadership team can also refer to the case studies in the previous chapter which provide greater detail of successful practices introduced by schools in the various transition bridges.
Mouchel Parkman 2005
30
Key Stage 2 to Key Stage 3 Transition Project
Mouchel Parkman 2005
31
Key Stage 2 to Key Stage 3 Transition Project
5
Conclusions
5.1
How do schools with best value added approach transition?
Six best value-added schools in five LEAs were visited as part of the interview schedule.
We found no common approaches amongst these schools in terms of any cross phase work or activity for and with the pupils before the summer term of Y6. In fact some of these schools were notable for how little curriculum or pedagogic work was done with any local cluster or partner primary school.
However what did distinguish these schools was the attention they gave to knowing as much about the pupils as possible before they started in the September of Y7 and then the extent to which they supported the pupils and monitored their progress through Y7.
5.1.1
Knowing as much as possible about the pupils
Most of the high value-added schools had moved to holding introduction/induction interviews with pupils, generally during May and June of Y6 (while some started earlier the more common pattern was to see the KS2 SATs in May as a watershed).
Persistent and consistent efforts were made to obtain data on 100% of the pupils (the schools were not immune from the problem of late receipt of KS2 Test results). High value-added schools were perceived as successful by parents, were invariably over subscribed and were therefore less likely to see the names of intending pupils change.
One school had commenced ‘screen testing’ using standardized tests while pupils were still in Y6 and had made it part of a two-day induction in July.
All these schools had collated the information (with the invariable exception of the SATs test results) in advance of the start of the Autumn Term and had given detailed consideration as to how the information would be shared amongst staff. They had high expectations of how this information would be used. This factor is typified by the one school which had a staff meeting prior to the pupil start of term when each and every new pupil was discussed; this
Mouchel Parkman 2005
32
Key Stage 2 to Key Stage 3 Transition Project
exemplar school is small (3 f.e.) and such an approach would be difficult with any larger school but it serves to highlight the importance of giving such a high profile to ‘knowing the pupils’.
One successful school described its approach as about having a ‘culture of preparation’.
5.1.2
Supporting the pupils and monitoring progress.
Not all of the high value-added schools would be offered as exemplar schools in terms of their use of data (although some most definitely would be). However they all shared an approach which tries to see each pupil as an individual and provides a framework within which each is individually supported. These support arrangements invariably included the use of other pupils as mentors, buddies or ‘aunties’! Such arrangements had the added advantage of regularly bringing pupils into contact with older pupils with consequent reduction in incidents of bullying.
One school enrols all Y7 pupils with Level 3 English SATS scores in the Breakfast Club where they follow the Literacy Catch-Up Programme. These pupils ‘re-sit’ the SATS paper in May. The school achieved 85% Level 4 with last year’s group and anticipate a higher score this year. “Value added is very good because of our targeting”.
5.2
What are common characteristics of identified good practice?
The self evaluation tool describes activities which together constitute good practice. While it is possible for each bridge to exist independently there is a hierarchical relationship which secures the most effective practice. The better the administrative arrangements then the better will be the impact of all bridges on the progress made by pupils. In particular, high quality social and pastoral activity presupposes sound administrative procedures. However, while the greatest impact on Y7 pupils from curricular, pedagogic and management of learning activity is seen where administrative, social and pastoral bridges are in place we would also recommend that all schools aspire to improve and increase curricular and pedagogic understanding and progression between Y6 and Y7. This includes situations where the pupils from Y6 do not progress to the secondary school with whom transition work is developed.
Mouchel Parkman 2005
33
Key Stage 2 to Key Stage 3 Transition Project
5.3
What are the barriers to effective KS2-3 transition?
Paragraph 3.3 above summarises the questionnaire responses on suggestions for overcoming barriers to effective transition practice: (a) within schools; (b) within LEAs; and (c) across London. The outcomes of the interviews endorsed the suggestions. 5.3.1
Numbers of Schools
The most common barrier quoted as preventing high quality transition work is that of the number of primary schools from where pupils are received and in London this can be very high. In our sample we did find extremes where as many as fifty schools were involved. In consideration of how this barrier might be overcome schools highlighted the importance of seeing transition activity as a priority both for secondary schools and for primary schools. Within secondary schools the extent to which it was a top priority varied. Where high value added also coincided with a large number of feeder primary schools, success had been achieved by concentration on the arrangements for support during Y7 rather than by any identified work with primary schools. However when considering the sample as a whole it was very clear that coordinated transition activity across any or all of the five transition bridges was to be encouraged even though pupils may eventually not attend the secondary school with which their primary school had been working. Activity which increases understanding amongst teachers and support staff about practice in each phase has been seen to be beneficial. The Barking and Dagenham model where attempts are being made to develop a common framework for learning, including a common language for teaching and learning is particularly to be commended in this regard. We found evidence of very successful Network Learning Community activity which was aiding transition and, whether organised within an NLC or by an LEA, any coordinating work seemed to be most effective when transition activity was one element within a broader ‘learning continuity’ strategy rather than as a stand alone activity. Mixed success was reported with bridging units of work with the unit in Mathematics appearing to be better regarded than English. The value of any Unit to a secondary school and as a contributor to curriculum continuity was related directly to how consistent primary schools were in completing the first part of the unit. Mouchel Parkman 2005
34
Key Stage 2 to Key Stage 3 Transition Project
5.3.2
Lack of consistency
The most frequently voiced frustration was the difficulty secondary schools experienced in receiving Key Stage 2 SATs results. This was an issue across London and some spoke of still trying to source this data as late as November. Clearly it is advantageous for both the school and the pupils if this information is available to the secondary school before the end of the summer term and at the latest by the beginning of the Autumn term. It was suggested that greater consistency with transfer data (ie transfer form information) might also be achieved where there were common days when either primary school visits or pupil/parent interviews took place. There is generally a common LEA day for ‘induction day’ but we found no evidence of any other administrative/pastoral bridge activity being coordinated across schools. 5.4
Which practices have the greatest impact on pupil progress and performance and are likely to be transferable to schools with lower value added?
5.4.1
Successful practices
The Transition Bridges and Self Evaluation Tool are offered as a summary of practices which impact positively on progress. In addition schools were asked specifically which practices they believed impacted most on performance and which they would wish to highlight as their strengths and/or exemplar practice. The following were identified:
Having clearly allocated responsibilities for transition and coordination being an identified and discrete position within the school. This included having a named person responsible for data management and the monitoring of individual and cohort progress who might be different from the colleague with ‘pastoral responsibility’.
A ‘drop – in’ person for parents and Y7 pupils.
Interviews with pupils and their families during the summer term.
Ensuring that all Y7 pupils have a ‘buddy’.
Y7 pupils visiting primary schools.
Having a transition ‘team’ who work through the summer term on transition and the preparation of pupils and their families.
Mouchel Parkman 2005
35
Key Stage 2 to Key Stage 3 Transition Project
Network Learning Communities.
Teaching Assistant attached to each Y7 class for the first half term.
Seating plans for Y7 classes.
Early Transition Activity (i.e. in Y3, 4 and 5). Good practice was described by a BIP team.
Catch-up classes/activity/special arrangements for any transferring with L3 and below.
Experienced staff teaching Y7. (One small school described the advantage that the small size gave of all teachers teaching through all the school).
Linking transition activity to the school’s Teaching and Learning policy.
Curriculum arrangements which recognize the range of need which is evident in an urban school and/or which ease the transition by reducing the number of teachers experienced by pupils in Y7 (Transition Model).
Well defined and supported Learning Support and Mentoring arrangements
5.4.2
Transferring practices
Generally schools believed all that they were doing was transferable to any other school but in reality when considering the whole sample some successful activity would not be easily replicated across all schools. School Size Several schools were visited where approaches to both communication and knowledge of pupils was much more personal than might be possible in larger institutions. The staff meeting discussion of all new pupils which was such a strong and important feature of one 3 f.e. school might not be regarded as practical or realistic elsewhere. However the principle of finding effective mechanisms by which prior knowledge is given high and public priority should be transferred.
Mouchel Parkman 2005
36
Key Stage 2 to Key Stage 3 Transition Project
Curriculum Projects The ‘Bridges’ project, a curriculum project which starts in Y6 and is finished in Y7 and which is so successful at Seven Kings High School owes part of its success to the large number of pupils who transfer to either Seven Kings High or another local secondary school from a small clustered group of Primary Schools. Such a project would not be possible in schools, such as one visited, where they cannot guarantee 10 pupils from any given primary school in any one year.
Mouchel Parkman 2005
37
Key Stage 2 to Key Stage 3 Transition Project
6
Appendix
6.1
National Debates on Key Stage 2 to Key Stage 3 Transition
6.1.1
Overview of the Literature
Early discussions on this issue concentrated on whether there were trends in underachievement between primary and secondary schools. With KS2 and KS3 attainment data now available, focus has shifted from 'if' to 'why' and 'how to resolve'.
Articles distinguish between 'transition' and 'transfer': transition being the move from one year to the next, transfer being the move from one phase of schooling to another, i.e. a particular case of transition.
Lenga and Ogden: summarise Hargreaves and Galton study (1999) which showed that transition resulted in slump in progress and drop in student motivation. Drop in motivation was also identified in those pupils who improved following transition: transition, therefore, has an impact notwithstanding academic success.
Three main categories of 'transition issues/solutions' can be identified (Lenga and Ogden):
Professional and institutional issues.
Pupil-centred issues.
Teaching and learning issues.
Barber (1999) (discussed in Improving Schools) identifies five main transition bridges: the latter 3 unpacking Lenga and Ogden's third category:
administrative bridges;
social bridges;
curriculum continuity bridges;
pedagogical bridges; and
management of learning bridges.
Mouchel Parkman 2005
38
Key Stage 2 to Key Stage 3 Transition Project
6.1.2
Professional and Institutional Issues
The majority of studies and pilots have focused on this area in efforts to reduce the negative impact of transition. Initiatives have included, for example:
improved records transfer;
visits to schools to improve familiarity with the school, layout, atmosphere, administrative procedures;
improved professional links between phases to: counter stereotypes held by teachers in each phase; encourage cross-phase professional support and dialogue; and ensure curriculum continuity.
Galton and Ruddock's review of evidence (discussed in the International Journal of Educational Research) summarises the latest transition initiatives undertaken by schools. It confirmed that schools tended to focus on professional and institutional issues (see table below). It suggested that schools were now relatively successful at deploying these initiatives to soften the negative impact of transition. What was now required was a shift in focus to teaching and learning issues. Table: New Initiatives on transfer in schools % Administrative
Social and Personal
Curricular
Mouchel Parkman 2005
Meetings of: Senior Staff
50
Heads of Year
100
Subject Heads
30
SENCOs
35
Exchanging information and records
100
Holding Parents' events
100
Induction Days
100
Open evenings
50
Parent and pupil guides
70
Special ICT, drama and sports visits
10
Identifying problem pupils and offering guidance and counselling
2
Teach lessons in feeder schools
20
Joint projects
10
Summer schools
5
Joint training days
2
39
Key Stage 2 to Key Stage 3 Transition Project
Pedagogic
Autonomy and managing learning
Joint programme of teaching skills
2
Employing ex-primary head to coordinate first term's work after transfer
1
Teacher exchanges
5
Extended programmes involving 'becoming a professional learner'
2
Source: Survey of transfer initiatives conducted by Centre for the Study of Comprehensive Schools, replies received from 215 schools.
The success of schools in deploying professional/institutional initiatives is questioned by recent Teachernet articles on transition (Growing pains: the transition from primary to secondary – parts 1 and 2). These highlight that the possibility of effective partnership working between primary and secondary schools is becoming increasingly difficult in many urban and suburban schools because of the greater dispersal of Y6 pupils to a number of different secondary schools as a result of parental choice. The Teachernet articles highlight that transmission of pupil records between primary and secondary schools is still often weak and that some secondary schools need to be reminded of their duty to use this information if it’s been received. For instance, Diane Cochrane (a head of maths and rep from Association of Teachers of Mathematics) in Teachernet highlights the following: “I have about 180-200 pupils in Y7 each year coming from around 28 different feeder schools… I receive a range of information about kids and this information arrives at different times. Sometimes I don’t get anything about specific things that they can and can’t do other than their key stage 2 levels.”
6.1.3
Pupil-centred Issues
Lenga and Ogden identify the following pupil-centred changes following transition: (i) change in the learning environment; (ii) change in freedom of movement; (iii) change in personal responsibility; and (iv) change in structures, size and rules of school; and (v) change in friendship groupings.
Most of the studies in this area have highlighted pupils' perceived positive and negative reactions to these changes and differences. A common strand to these studies is an agreement that schools are beginning to implement good practice in this area with a focus on 'welcoming empowerment' (Lenga and Ogden) and encouraging pupils
Mouchel Parkman 2005
40
Key Stage 2 to Key Stage 3 Transition Project
to see their environment (to an extent) as controlled and owned by them (Pointon).
Harriet Goodman in the Teachernet articles on transition highlights work undertaken by Antidote (the campaign for emotional literacy) to help a very fragmented new Y7 establish a sense of community and shared goals. Goodman emphasises, therefore, that transition isn’t just about individuals adjusting to secondary school but the dynamics and response of the group as a whole. The article suggests that empathy, community and collaboration are important aspects of successful transition.
Research by Zeedyk et al reinforces the importance of pupil-centred issues by arguing that: “Teachers rarely identify children’s individual abilities as making a difference to the transition process, focusing instead on institutional initiatives – an emphasis that carries the risk of creating a degree of helplessness for individual pupils” (p67). Zeedyk’s research also highlights an interesting mismatch between primary children’s fears (i.e. bullying, getting lost, increased workload/managing the workload, and peer relationships) and the repertoire of skills on which they feel they can draw to address those fears (i.e. academic ability).
Articles on pupil-centred issues have also argued that schools now need to shift to a focus on teaching and learning and to 'professional pupils'.
6.1.4
Teaching and Learning Issues
As highlighted above, teaching and learning issues include: curriculum continuity1; differences in pedagogy; and management of learning.
Lenga and Ogden discuss Galton, Gray and Ruddock's work (1999) that suggests that many teachers have low expectations of pupils in the first year of secondary school2. There is a lack of challenge and a
1
Which some have argued, e.g. Gorwood, discussed in Nicholls and Gardner – is inherent
and, to an extent, inescapable in a system which shifts from thematic cross-curricular teaching to secondary-phase planning by subjects. 2
This is supported by work by Suffolk LEA in 1997 where inspectors reported that what
children were asked to do in Year 7 required a level of attainment which was lower than typically achieved in the authority’s schools at Key Stage 2 (discussed in Galton, 2002).
Mouchel Parkman 2005
41
Key Stage 2 to Key Stage 3 Transition Project
wide variety of pedagogy. They argue, therefore, that what is needed is a reassessment of the purpose of education at Key Stage 3 and the establishment of clear pedagogical direction.
Numerous articles by Galton et al build on this by arguing that pupils need to become 'professional pupils'. Teachers need to reflect on, and be explicit to, pupils about their teaching methods and how (and why) they are different from the primary phase. Pupils need to be aware of these changes and to reflect on them and their impact on their learning. Such proactive reflection, many articles argue, will have a significant impact on attainment and motivation.
6.1.5
Continuity versus Discontinuity
Finally, Nicholls and Gardner discuss the debate about the merits of continuity with primary school versus discontinuity (part of growing up and important marker from change to child to adolescent). They argue that this debate is somewhat misleading and what is required is a distinction between planned and unplanned discontinuity.
6.1.6
Summary of Ofsted report on transition – Changing schools: evaluation and effectiveness of transfer arrangements at 11 (2002)
Ofsted evaluated the effectiveness of transfer arrangements at 11 using the following sample: 32 primary schools, two for each of 16 partner secondary schools, in eight LEAs. The sample was broadly representative of schools nationally.
The evaluation focused on:
The management of the transfer programme and pupils’ induction into Y7. The transfer of assessment data. The effectiveness of projects to promote curriculum continuity. The quality of teaching in Y6 and Y7. The support provided to pupils for their learning in Y7.
Ofsted’s main findings were:
Schools recognise that transfer is a weakness and that continuity needs to be improved. Few, however, gave sufficient priority – seen to be difficult and time-consuming, especially for schools with a large number of partners. Very few of the primary schools involved allocated specific non-contact time to staff to manage transfer and
Mouchel Parkman 2005
42
Key Stage 2 to Key Stage 3 Transition Project
this restricted the range and depth of what they were able to do. At secondary school level, apart from the KS3 Strategy, very few secondary schools had identified transfer explicitly as an issue for the school to tackle and had specific, costed initiatives in their action plan to improve provision. Only one school included transfer issues in subject departments’ action plans. Initiatives aimed at improving practical and pastoral aspects of transfer were effective. Secondary schools were not building well enough on what their Y7 pupils had achieved in English and maths in Y6. They generally did not know in sufficient detail what their pupils could do, and they had no set targets for improving attainment in Y7. There was still too much variation in the use of the common transfer form and the extent, quality and use of additional information. Partner primary and secondary schools generally had little knowledge of their respective practices in assessing and recording progress and in setting targets. Good practice in the national literacy and numeracy strategies on monitoring pupil progress was not finding its way into secondary schools – resulting in additional testing in Y7. The early stages of the KS3 Strategy were prompting better liaison between primary and secondary schools about aspects of teaching. The use of a common lesson structure for English and maths in Y6 and Y7 was helping to improve continuity. There was insufficient discussion between teachers in KS2 and KS3 about the standards of work expected of pupils and about approaches to teaching. A few of the LEAs were providing support for transfer arrangements, but it was rarely used consistently across all the schools and there was little evaluation of its effectiveness.
Examples of good practice highlighted by Ofsted include: The sending of newsletters from the secondary school to inform Y6 pupils and their teachers of the events and activities organised in Key Stage 3. A ‘moving on’ booklet, initiated by the LEA, in which pupils write about themselves and complete activities related to changing schools. Correspondence between Y6 and Y7 pupils to enable new entrants to ask questions about experience in Y7. Follow-up receptions for Y6 teachers to meet Y7 pupils to discuss the experience of changing schools.
Mouchel Parkman 2005
43
Key Stage 2 to Key Stage 3 Transition Project
6.1.7
Y7 PSHE programmes can help to tackle issues surrounding ‘change’ by including units in the first week, making a new start, study skills, organisation and homework, bullying and reflecting. Mentoring and ‘buddy’ systems can help with both the pastoral and academic aspects of transition. The opportunity for Y6 and Y7 teachers to observe and discuss teaching styles helps to prevent any academic discontinuity between the two key stages. The sharing of work for display between primary and secondary schools can add to the level of understanding that pupils and teachers have about expectations. Joint secondary and primary school concerts and sports events have worked well in some areas. Police Liaison Officers are in a position to dispel myths about secondary school life, as the geographical area that they cover will include schools from both phases. Questionnaires for both primary and secondary pupils can help to gather an overall picture of what works and what doesn’t work in supporting pupils through the transition period. Bibliography
Bridges to assist a difficult crossing by Barber, Times Educational Supplement, 12th March 1999 Lost in the maze of the new by Rudduck, Galton and Gray, Times Educational Supplement, th 20 November 1998
International Journal of Educational Research 33 (2000) – in particular articles by Galton, Morrison and Pell; Pointon; and Galton and Morrison 'School's Great – apart from the lessons': sustaining the excitement of learning post-transfer by Morrison in Improving Schools Vol 3 #1 (2000) Learning Progression across the Primary/Secondary Divide by Doyle and Herrington in All in Success Vol 9 #2 (1998) Promoting Continuity between Key Stage 2 and Key Stage 3 by School Curriculum and Assessment Authority (1996) Lost in Transit: Attainment Deficit in Pupil Transition from Key Stage 2 to Key Stage 3 by Lenga and Ogden (2000) Pupils in Transition by Nicholls and Gardner (1999) Growing pains: the transition from primary to secondary – parts 1 and 2 on www.teachernet.gov.uk – date not available. Changing schools: evaluation of the effectiveness of transfer arrangements at 11 by Ofsted (2001) Mouchel Parkman 2005
44
Key Stage 2 to Key Stage 3 Transition Project
Negotiating the Transition from Primary to Secondary School: Perceptions of Pupils, Parents and Teachers by Zeedyk, M S et al in School Psychology International, Vol 24, No 1, February 2003 p67-79
6.2
Blank Questionnaire
(See overleaf)
Mouchel Parkman 2005
45
Key Stage 2 to Key Stage 3 Transition Project
Mouchel Parkman 2005
46
Key Stage 2 to Key Stage 3 Transition Project
Key Stage 2 to Key Stage 3 Transition Design Collaborative Questionnaire on best practice in transition from primary to secondary schools across London
We hope you will find some time to complete this questionnaire which will provide us with useful information about current effective or innovative practice in schools in your borough aimed at improving transition between Key Stage 2 and Key Stage 3. Your name
Position or role
Borough
Contact details (telephone and email)
© Mouchel Parkman 2005
47
Key Stage 2 to Key Stage 3 Transition Project
Using the effective practice framework enclosed and your own knowledge and experience, please tell us about effective, innovative or interesting practice in transition in primary and secondary schools in your borough. We have provided four opportunities to highlight good practice – please continue on a separate sheet if more space is required.
Name of primary or secondary school and headteacher
1
How many link / partner schools does it have?
≤10 11-30 31-50 51-70 71-90 ≥91
What ‘transition bridges’ are involved? See the effective practice framework enclosed.
Administrative Social and personal Curriculum Pedagogical Autonomy and managing learning
2
≤10 11-30 31-50 51-70 71-90 ≥91
Administrative Social and personal Curriculum Pedagogical Autonomy and managing learning
3
≤10 11-30 31-50 51-70 71-90 ≥91
Administrative Social and personal Curriculum Pedagogical Autonomy and managing learning
4
≤10 11-30 31-50 51-70 71-90 ≥91
Administrative Social and personal Curriculum Pedagogical Autonomy and managing learning
Mouchel Parkman 2005
48
Key Stage 2 to Key Stage 3 Transition Project
Please describe the good practice in transition that takes place in this school
Please rate on a scale of 1 (poor) to 4 (excellent) the effectiveness of this good practice
Are there any reasons why we shouldn’t approach this school for an interview for weeks commencing 28 February or 14 March?
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
© Mouchel Parkman 2005
49
Key Stage 2 to Key Stage 3 Transition Project
What are the most effective ways of overcoming the barriers to effective transition… …(a) within schools; …(b) within your LEA; and …(c) across London?
(a) Effective ways of overcoming the barriers to transition within schools:
(b) Effective ways of overcoming the barriers to transition within LEAs:
(c) Effective ways of overcoming the barriers to transition across London:
Mouchel Parkman 2005
50
Key Stage 2 to Key Stage 3 Transition Project
6.3
Questions for School Interviews
6.3.1
Questions for interviews with headteachers and transition coordinators
1.
Transition practice/initiatives in the school 1.1 Please describe the transition practices/initiatives that are in place in your school (use the self-evaluation tool to ensure that all relevant practice is captured). For each initiative highlighted, please describe: (a) Who in the school is involved? Who leads it or is responsible? (b) When does it take place? (c) Which schools are involved, e.g. all partner schools or only neighbouring schools? (d) What is the rationale for the practice? Why does it happen? What are its objectives? How has the need been identified? 1.2 Who in the school takes overall responsibility for transition? What are their other responsibilities? How does it fit with the pastoral, academic and leadership structure? 1.3 Who is the main driver/champion for transition, e.g. the school, partner primary schools, parents, governors or the LEA? Explore the respective roles of each group? What do they contribute to transition?
2.
Impact 2.1 Use the good practice self-evaluation tool to explore in which of the transition bridges the school is having most impact? 2.2 What is the evidence for the impact? How do you know that the practice is having impact? 2.3 How are transition practices impacting on attainment and value added? How do you know? 2.4 Are there any differences in perceptions between primary and secondary colleagues?
© Mouchel Parkman 2005
51
Key Stage 2 to Key Stage 3 Transition Project
2.5 Describe the progress you would expect a Y7 pupil to make from entering the school to the end of the academic year? Focus, in particular, on attainment, e.g. how would a level 4 pupil progress? 2.6 Explore impact on specific groups of pupils, i.e. gifted and talented pupils, pupils with special educational needs, pupils with English as an additional language, entrants at midyear. 3.
Learning from good practice
6.3.2
Questions for interviews with pupils
There is already substantial national research that has been undertaken on pupil's hopes, fears, expectations and experiences of transition. The focus of these interviews, therefore, should be on how pupils have been affected by transition practices in the school. The school's relative strengths, weaknesses and gaps in provision in each of the transition bridges should also be explored. Please use the self-evaluation tool to prompt pupils to think about some of the initiatives/activities they might have experienced. 1.
When you were at primary school ... 1.1 When you were in Y5 or Y6 ... what were you most looking forward to in starting secondary school? 1.2 ... what were you most worried about? 1.3 Who helped you prepare for starting your new school, e.g. primary school teacher, new secondary school teacher, parents, learning mentors? How did they help, what did they do, e.g. open days, tours, meeting teachers etc? 1.4 What could have been improved? What else would you have found useful?
2.
When you started secondary school... 2.1 How did your new school feel different in the five areas detailed below? What did the school do to help you? How effective were the initiatives? (a) Administrative?
Mouchel Parkman 2005
52
Key Stage 2 to Key Stage 3 Transition Project
(b) Social and personal relationships, peer group, etc? (c) Curriculum? (d) Pedagogical? (e) Autonomy and managing learning? 2.2 What else could have been done to make the move from primary to secondary school easier? 3.
Impact and attainment 3.1 What level did you achieve at primary school? Do your teachers at secondary school know what you achieved at primary school? Do they talk to you about your previous attainment? What level are you aiming for now?
© Mouchel Parkman 2005
53
