Contents

1Introduction

4Literature review

4What is transition?

5What do children feel like during this time of transition?

7How do schools prepare children for their transition from KS2 to KS3?

10Are there any additional support procedures for children with Special Educational Needs (SEN)

12Are there any other areas that parents are concerned about at this stage?

14Research plan

14Ethical considerations

15Research approach

17Choice of sample

18Reliability of study

20Presentation and analysis of data

21Student wellbeing

25Communication aspects in transition

29Discussion

30Key factors that influence the transition from KS2 to KS3

32Support and guidance

35Communication between schools

36A critique of the research

38Future Implications

38Personal development

40Professional development

42Reference list

48Appendix 1: Blank copy of student consent forms

49Appendix 2: Summary of interview and focus group

52Appendix 3: KS2 interview responses

55Appendix 4: KS3 interview responses

58Appendix 5: Focus group responses

63Appendix 6: Collated data from both KS2 and KS interviews

Introduction

The transition from Key Stage Two (KS2) to Key Stage Three (KS3) is a highly significant period in a child’s life (Sutherland, et al. 2008), where a child is expected to move from a typically small school environment, where both teachers and pupils are familiar with one another, into a larger and more unfamiliar secondary school setting. Expectations are raised and discontinuities in a variety of areas begin to arise where children are expected to negotiate a multiplicity of changes and successfully adapt to a very different school culture (Pratt & George, 2005).

Although several pieces of research have previously looked at the transition from KS2 to KS3, they have been predominately based on the ‘academic dip’ of pupils shortly after attending secondary school (Baumfield, et al. 2002; Galton, et al. 1999; Hargreaves & Galton, 1999). My study has been conducted with the intention of developing further understanding of the key factors that could influence a child’s transition from KS2 and KS3. Perspectives on this process will be here presented on both a series of responses given by a primary (KS2) and secondary (KS3) school transition coordinator during interview and two secondary school focus groups, where the children have attended their new KS3 setting for around six months prior to their involvement in the study.

The inspiration behind this small-study has stemmed from my ambition to become a primary school teacher. It is through my desire to teach, and previous involvement with pupils during these key stages, that I have learnt the importance of identifying, and be made aware of, the key factors that can potentially influence a child’s transition between Key Stages. In addition to discovering and exploring these factors I am interested in identifying the areas of transition children feel they require more support and guidance in.

Alongside these areas additional enthusiasm is taken from the previously obtained information on the importance of a successful transition for a child during this time (Rice, et al. 2011; Tobell, 2003; Morgan, 1999). The importance of good communication is also an area that I would like to develop my understanding of, as it would appear from reading that it is the communication between Key Stages that ensures a greater level of consistency for the child during this time (Bryan & Treanor, 2007; Byron & Sims, 2002). It is my interpretation of these points that leads me to believe that the values of communication need to be understood, promoted and valued by all staff that are directly involved in the transition process so that each child can receive a high standard of support during this time in their educational journey.

It is through analysing the responses from the two sets of focus group data alongside both the Key Stage transition coordinators interview responses that I aim to present a triangulated and well-informed piece of research. Through presenting this data in a concise and coherent manner three main research aims will be presented and answered.

They are as follows:

1. To identify the key factors that influence a child’s transition from KS2 to KS3

2. To identify the areas of the transition process that children appear to receive the most support and guidance in

3. To assess how effective the communication between both the KS2 and KS3 schools is during this time of transition

Literature review

Within this section, I will examine the relevant literature regarding the topic of transition with specific references being given to the factors that impact upon a child’s transition from KS2 to KS3. Punch (2009:P.94) notes that the purpose of a literature review is to ‘concentrate on the literature that is most centrally and directly relevant to the topic and research questions’. By ensuring I adhere to that principle, I will be able to be both systematic and concise in the examination and acknowledgement of the previous research knowledge available to me on the topic of transition (Dawidowicz, 2010; Pan, 2008). This approach will also help tailor my methods towards the collection of evidence to support my own personal research aims (Cottrell & McKenzie, 2011).

This section of my research will offer a definition of the term ‘transition’, with specific references being made to the processes involved in moving from primary (KS2) to secondary (KS3) school and how children appear to perceive these changes. I will also explore how schools prepare children for transition and whether practice is altered for children with Special Educational Needs (SEN). Finally, I will make reference to the perceptions parents have of the current systems.

What is transition?

Lenga & Ogden (2000) and Anderson, et al. (2000) describe the transition process as a period of time that often results in a series of disorientating and disruptive factors that not only influences a child’s immediate school environment but also the way they conduct themselves socially. It is thought that although there are key transition periods, transition is in fact a continual process throughout life (Wassell, et al. 2007). It is through reviewing the factors involved in transition that we are able to see how it may be considered a period of conflicting adaptation. This is because during the transition from KS2 to KS3, children are encountering not only a physical change in their environment (Crafter & Maunder, 2012; Nichools & Gardner, 1999), but also a series of complex changes in their social and emotional development, where there is the expectation that they will quickly adapt to rapid personalised changes within the constraints of formal school structure (Waters et al, 2012; Garbarino, 1985). It is through ensuring that each child is correctly supported, in terms of their personal needs, during this time that could ensure that the transition remains a more positive experience.

What do children feel like during this time of transition?

When considering the potential concerns of a child in relation to their transfer from KS2 to KS3, Galton & Hargreaves (2002) believed that it is common for children to have increased levels of apprehension and uncertainty during this period of adjustment. These worries are also thought to be followed by further areas of apprehension (Chedzoy & Burden, 2005). From Chedzoy & Burden's study (2005), children appeared to display consistent concerns over the increase in both the quantity and difficulty of academic work alongside signs of worry over how much 'more strict' teachers would be. Within this research some children also appeared to have concerns over being recognised by the increased number of different teachers and the potential of being bullied by older children. It is the notion of bullying that is also referred to by Howard & Johnson (2005) who presented findings on how KS2 pupils were ‘anxiously aware’ that bullying was something that they would definitely encounter within secondary school.

In order to overcome these issues Yeung & Leadbeater (2010) proposed that children needed to receive emotional support from within the new school environment. This is because each child needs to feel that they are both welcomed and involved with the impending changes they are about to encounter. It is this impression of a supporting environment that reinforces Wenger’s (1998) theory of involving a child in a secure ‘knowledge community’. This is also recognised by Becker & Luthar (2002) who stated that in order to ensure transitions are successful a child needs to be made aware of the specific resources available to them. These resources can come in the form of social support or merely in the form of being around positive attitudes towards schooling. By ensuring that each child receives and experiences this caring and supportive approach when entering into secondary school, both Murdock & Miller (2003) and Wentzel (1997) believed that each child is empowered to feel capable in not only adapting to their new surroundings but also feel more motivated to learn within it. Turner (2007) and Rutter (1989) continue this view point by noting that through the successful negotiation and management of these key transition points, positivity towards the process can be guaranteed and affirmative developments in the child will continue to be promoted. Pianta & Kraft-Sayre (2003) expanded this view by stating how it is the quality of a child’s transition that ultimately influences their schooling success.

In contrast with this, Rice, et al. (2011) and Tobell (2003) explains how if each child is not correctly supported through this period of adjustment there may be a series of adverse effects for that child further on in their education. These effects could consist of radical changes in their attitude towards work or create difficulties in further emotional development. If not supported sufficiently Morgan (1999) explained how a child may become disengaged in their work, which could then result in a detachment from their new environment or cause sudden outbursts of inappropriate behaviour.

How do schools prepare children for their transition from KS2 to KS3?

Doyle & Hurrell (1997) believed that it is a child’s right to have a stress- free transition from one system to another so that previous achievements can be expanded and built upon. Therefore, in order to aid and prepare a child for their transition from KS2 to KS3, Slater & Mckeown (2004) and Lucey & Reay (2000) stated that schools need to implement a series of strategies and support programmes to encourage children to feel less anxious about the impending changes, they were about to encounter, and to allow them to feel more at ease in their new environment. Wassell, et al. (2007) noted that these strategies can begin as early as Year 5 (beginning of KS2) to ensure that children feel confident in their new environment and feel ready for the change when it arrives.

Galton, et al. (1999), in association with the Department for Education (DfE), conducted a study to examine the current processes followed by schools throughout the transition process. It was from their research that five key ‘bridges’ for transition were uncovered, all of which were said to aid in each child being able to complete a successful transition from KS2 to KS3. They were as follows:

· Managerial

· Social and Personal

· Curriculum continuity

· Pedagogy

· Management of learning

The results of their study showed that the most prominent ‘bridges’ to be both successfully achieved and catered for by both the primary and secondary school were those surrounding the personal and social aspects of transition, alongside the schools’ managerial duties. This notion is subsequently supported by Vinson (2006) who also saw schools placing more emphasis on the social and emotional aspects of transition.

Wenger (1998) presents a similar idea of overcoming particular ‘bridges’ when she states that it is the quality and quantity of interactions an individual, in this case the child, has with an established member of an existing ‘knowledge community’ that dictates the ease with which they develop and foster an identity and sense of belonging within their new setting. With this in mind we can begin to see why secondary schools are promoting their services to potential students through the implementation of School visits, Taster days and Open evenings. Evangelou, et al. (2008) proposed that this is because the secondary schools can directly influence a child’s transition by implementing such services and through encouraging children to participate and enjoy these sessions. Further support for these transition initiatives is provided by Chedzoy & Burden (2005) who stated that through the successful completion and involvement with these sessions their participants became successfully adjusted to their new surroundings. Although there appears to be an adequate amount of information on how secondary schools welcome their new pupils there appears to be little, if any, evidence to present how primary schools are preparing children for this transition.

With the theme of preparation in mind, research conducted by Stepherd & Roker (2005 & 2003) suggested that these interventions are not always the most effective or successful tools in preparing children for their transition. This is due to the isolation of support alongside both the low attendance levels to such events and the restrictions surrounding the provision of follow up support. Bailey & Baines (2012) also appeared to expand upon these views by stating how education professionals are noticing the need to provide additional support for some children during this time to ensure that negative outcomes are prevented.

Are there any additional support procedures for children with Special Educational Needs (SEN)

Tobin, et al. (2012) stated that the parents of children with additional needs often require more time to prepare their child for the transition. Therefore, in addition to the regular transition procedures, SEN children may require further intervention and correspondence with their new school, separate from their typically developing peers. This may be in the form of the implementation of specific programmes before the start of term or through an increased number of visits and an increased amount of interaction with new staff to ensure that any concerns surrounding this move can be resolved swiftly and appropriately and so the children become familiar with their new environment (Maras & Aveling, 2006).

Maras & Averling (2006) also stated that it is the continuity of support available to both parents and child that it is the key factor in a ensuring that the SEN child experiences a positive transition. By ensuring that there is a constant and positive level of communication between school and parent both can become fully aware of the needs of the child and the areas of concern that may need to be addressed during this period. Subsequently Whitaker (2007) notes how secondary schools need to be willing to become more flexible in the provisions available. Reference is also made to the importance of listening to the needs of the child, whether they come from the child or parent. Any information that is collected from these discussions should then be expected to be shared amongst those that require it, such as the Special Educational Needs Coordinator (SENCO) or class teachers, as it will be a source of invaluable information that will aid in ensuring that the child’s transition goes as smoothly as possible.

Besides these procedures parents have raised concerns over the lack of management or understanding surrounding certain emotional and behavioural concerns that may be linked to a specific SEN. In some instances, Batten, et al. (2006) proposed that teachers were unfamiliar with how to cope with specific behavioural concerns and appear to receive little training or sufficient practical advice on how to support an individual child’s needs. It is in these instances that communication between home and school would be highly beneficial as parents would be able to provide schools with specific strategies that are beneficial to the child at home (Starr, et al. 2001 in Tobin, et al. 2012). Squires & Farrell (2006) supported this by stating that engaging collaboratively with the adults closest to the child is paramount as it is their invaluable knowledge of their child’s strengths and weaknesses that can provide an insight into how to cater for that child within school. It is when parents are excluded from educational decisions, or not considered when provisions are being made, that results in an inconsistent delivery of provisions and an increase in parental discontent (Turnbell, et al. 2006). It is this relationship between staff and parent that could ultimately be lost during the transition from KS2 to KS3.

Are there any other areas that parents are concerned about at this stage?

Coleman & Roker (2007) supported the above views regarding good communication between schools and home. Many parents stated that the transition period is stressful enough, so they want to be as informed as possible to ensure that they are fully equipped for the changes that are going to be presented to their children. Through being knowledgeable about this period of adjustment parents are able to be involved in explaining how a child can respond positively to their new environment (McGee, et al. 2004). If secondary schools do not provide this information or parents do not make a conscious decision to acquire this information, there is a risk of parents becoming distanced from the learning environment and will begin to lack understanding in how the child in question is being supported throughout the transition process (Yelland, 2005).

Amongst these factors, parents also state that although they felt their children were excited for the move to secondary school they do not think that primary schools really prepared their child adequately, or informed them fully about some of the changes they were going to encounter. It is this that could result in a child underestimating the process, an action that could lead to a negative experience of transition (Coleman & Roker, 2007).

Through reading around the topic of transition I have become more aware of the areas that may concern a child in their move from primary (KS2) to secondary (KS3) school. With these thoughts in mind I have been able to develop a series of research methods to collect data on the factors that influence a child’s transition from KS2 to KS3.

Research plan

Within this section I will present the research methods that I have employed throughout this study. I will make reference to the processes that I have followed to collect the data and a rationale will be given as to why these methods have been used.

Goddard & Melville state “good research is ‘systematic’ in that it is planned, organised and has a specific goal” (2007:P.1). By ensuring that a researcher starts with a question they wish to answer data can be collected and critically analysed so that an answer can be reached based on evidence (Ariola, 2006). It was through understanding this process that I was able to identify the correct approach and methods that could provide me with a reliable source of evidence to answer my initial research aim.

Ethical considerations

Throughout the process of data collection I needed to ensure that ethics protocol was adhered to at all times. This is because it provided me with a clear set of guidelines to follow (Rogelberg, 2004). It was also through adhering to these guidelines that I was able to ensure that I did not deceive my participants as they were fully aware of the role their input was going to have on my study (Johnson & Christensen, 2012). Being fully aware of these ethical guidelines should enhance not only the quality of my research but also its reliability (Robertson & Williams, 2009), as the data being used was not collected under false pretences (Rubin & Rubin, 1995).

Therefore, before gathering the data for my study, I ensured that I requested and received permission from my participants. This was initially done through requesting the transition coordinators’ permission in relation to interviewing them, and secondly through sending out and receiving consent forms from the parents of the children involved in the focus groups (see Appendix 1). Before the data was collected I made sure that I introduced myself to my participants and explained the purpose of my research and clearly explained to them that they only had to respond to the questions they felt comfortable with answering. After speaking to both transition coordinators and both focus groups, I was clear in de-briefing and explaining what I was going to be doing with the information that I was collecting from them (Jackson, 2008).

When taking notes I explained that the information would be used in confidence and that the notes were there as a means of reminding myself about the answers they had given to the questions. Visibly taking notes also aided in keeping a pace to the interview and showed the respondents that I was interested in what they had to say (Rubin & Babbie, 2010). All participants responded positively and enthusiastically to the questions that were asked.

Research approach

As my study fell within the interpretive paradigm (Wellington, 2000), in-depth interviews were conducted through not only an interpretive style of questioning (Lodico, et al. 2000), but also through the use of open-ended questions (Babbie, 2010). This was so interviewees felt as though they had the freedom to expand upon their viewpoint and perceptions on the topic of transitions (Elmore, 2006). This method was also employed during the questioning of the focus groups as it provided an environment that stimulated participants to present multiple perspectives on the topic (Bogdan & Biklen, 2003). This resulted in a large supply of rich, qualitative information that provided me with a better understanding of the subjective world of human experiences within the social world available to me (Cohen, et al. 2007; Fuchs, 1992). It is through these methods that I was able to take a more phenomenological approach (Shekedi, 2005), as I was able to examine the impact that an event, in this case the transition process, had on a participant and draw a centralised view on what had been experienced (Moustakas, 1994 & Jorgensen, 1989 in Shekedi, 2005).

During the collection of data from my interviews I had planned to use a MP3 player to collect respondent’s data, as I thought this would be the more accurate way to gather the responses given to my interview questions. However, due to my inexperience and unfamiliarity with the concept of recording interviews, the quality of data was not as I had hoped. I chose to re-evaluate the process for subsequent interviews. In my second interview I chose not to record the information and made sure that I took my time to note down in detail what was said, I did not move on to the next question until I was satisfied and clear in what was said in reply to the questions.

In relation to the collection of data within my focus groups I could not use a MP3 player to record the data as there were ‘looked after children’ in the group, meaning that their anonymity needed to be guaranteed (Hall & Elliman, 2003). Therefore, in order to ensure that I collected all the data provided to me, both the transition coordinator and a fellow researcher noted down how each child responded to the questions. This method enabled me to focus on the questions that I was asking and ensured that each child's response was listened to and understood. When typing up the results to the questions I cross-referenced what was noted down from both the transition coordinator and my fellow researcher so that did not miss out any information.

Choice of sample

Throughout the study both opportunity and purposive sampling was used as I was already within the school setting where I could request the time of the transition coordinators (Burton, et al. 2008; Lawrence & Murray, 2000). It was through using opportunity sampling that I was able to collect the data from professionals that I was familiar with. Through using this method I was able to feel that I was being more concise in my questioning and felt confident to take my time during the interview process, so that I got a good response from the questions that I was asking. A purposive sample was used, as I knew that both the transition coordinators and focus groups would be knowledgeable on the topic of transition for my study. Research bias was reduced within this study as specific participant selection was avoided by ensuring that a KS3 member of staff, who was exempt from the study, selected the children who were going to be involved in the focus groups. Although this aspect of bias may have been avoided on the part of the researcher, the removal of bias as a whole may not have been achieved as the KS3 member of staff may have been made aware of the nature of the study.

It is through these choices in sample that I feel I have achieved a representative sample (note qualification above), in terms of KS2 to KS3 transitions, (Wellington, 2000), as their perceptions and experiences of transitions could be linked to the rest of the perceived population (Newby, 2010).

At the end of the data collection my overall sample size consisted of one KS2 transition coordinator and one KS3 transition coordinator alongside eleven children within a set of two focus groups. All the data collected from both the interviews and focus groups was treated as separate data sets so that they could be compared and analysed against one another later on in the study.

Reliability of study

Within this study I viewed it as more beneficial to focus on how informally representative the participants were rather than focus on their statistical representation (Cottrell & McKenzie, 2011). This is because it provided me with the opportunity to draw idiographic generalisations about my specific sample (Valsiner, 1986). Through ensuring that I used a multi-faceted approach to data collection, I was able to use various methods to collect information that increased my understanding of my topic (Descombe, 2010). I believe that is through these approaches that I have been able to present a triangulated approach to data collection (Flick, 2009), which will reflect in my interpretation of the data collected (Lazar, et al. 2010).

Overall, in my opinion, the research methods used to collect the data was successful. Participants replied to the style of questioning in a positive manner and appeared to be knowledgeable on the topic in question, due to the detailed and informed responses they gave. One area that my research plan did not cater for was when a former colleague, who was going to act as a KS3 interviewee, pulled out from the study due availability. Although this could have delayed my data collection, once I was made aware of this I quickly approached a second KS3 transition coordinator, which I feel was more beneficial to my study as the school she worked within was not the primary schools feeder school, meaning that a different perspective on the topic would be presented.

Presentation and analysis of data

Within this chapter I aim to present the data that was collected through the research methods, which were previously mentioned, and subject it to a comparative analysis. This analysis is being conducted to enable me to draw conclusions on the main research aims (which were previously stated within the Introduction). The data was collected through a series of interviews, with both a primary (KS2) and secondary (KS3) transition coordinator, and through a set of two secondary (KS3) school focus groups where a series of questions were answered (see Appendix 2). Examples of both the interview and focus group responses will be provided throughout this section to illustrate and add clarity to what is being said within the main body of text.

The data collected from these responses was of a qualitative nature, which allowed me to draw comparisons between replies and develop an analytical framework to analyse them within. Although the questions asked to each coordinator varied slightly this was purposeful as I wanted to collect a different perspective on the process. It was within this analytical framework that a series of themes were created (see Appendix 6). The initial themes that the responses were grouped into were first considered when devising my interview questions, as research conducted by Galton, et al. (1999) had made me aware of a series of five ‘key bridges’ that were thought to directly aid in a child having a successful transition from KS2 to KS3. Although some may think that this could present an element of bias to my study, I feel it has merely acted as an aid to direct my thinking on the topic and has enabled me to develop a better understanding of the factors that could influence a child’s transition between KS2 and KS3.

It was through using this thematic approach to divide my data that allowed me to explore the data and relate it to the aims the study initially set out to achieve. Therefore, it is due to the consistent responses given surrounding the theme of student wellbeing that has enabled me to consider it for my first area of analysis.

Student wellbeing

Clement, et al. (2010:P.37) states that student wellbeing should be considered as a “significant aspect of the personal, pro-social and academic progress of students”. In contrast to this Hascher (2008) notes that student wellbeing holds its own ‘educational value’ separate to the thought that it is merely an enabler to achieve. When analysing both my KS2 and KS3 interview responses (see Appendix 3 & 4) in conjunction with my focus group responses (see Appendix 5), it appeared that the processes in place to aid in transition were very similar.

Both question 1 on the KS2 and KS3 interviews (see Appendix 3 & 4) requested an explanation of how each school catered for a child’s transition from KS2 to KS3. Both responses referred to the personalised visits each child received at the beginning of the process and the individualised notes KS3 staff took on each child. It is through comparing these responses against question 3, 4 and 5 of the KS3 focus groups (see Appendix 5) that I was able to see how the visits to the school alongside the information given by the KS3 visitors began to act as a positive contributor to reducing a child’s levels of apprehension and uncertainty, a notion that supported what was previously mentioned by Galton & Hargreaves (2002).

Summary of responses given to questions 3, 4 and 5 in the KS3 focus groups

It is through being made aware of these levels of apprehension and potential uncertainties that I was then able to assess interview responses in relation to the procedures that were implemented within primary schools, as a means of support and guidance for the pupils. It was the responses given to question 2 in the KS2 interview (see Appendix 3) that began to present me with an insight into the procedures that were in place for children at this time. With emphasis and attention being given to a specific programme provided to them by their main secondary feeder school, and through the delivery of sessions surrounding the social and emotional aspects of learning (SEAL), we can begin to see how primary schools begin to prepare the children for the changes that are going to begin to encounter.

However, although in theory the provisions that are being offered to the children seek to create a positive link between schools, the focus groups responses were far more negative towards the preparation they received from their primary schools. Questions 1, 4, 6,7, 8 and 10 of the focus group responses (see Appendix 5) all appeared to relate to the increased amount of support the secondary school had provided them with and not how they had been prepared by their primary school. Constant references were made towards the usefulness of the KS3 transition days and the provisions of support that would become available to them. This usefulness is typified by the sharing of concerns about the process with KS3 teachers, the setting of clear teacher expectations and through clear instruction on who to contact if any further queries were to arise, a series of points that reflect the views of Slater & Mckeown (2004) and Lucey & Reay (2000). These thoughts were also mirrored through the responses given to questions 1, 2, 3, 5, and 8 in the KS3 interviews (see Appendix 4). Within these responses the KS3 coordinator explained how all children were invited to attend a series of transition days leading up to the transition. Children were encouraged to complete a ‘transition passport’ which was there to provide each child with not only a series of practical activities to complete, so that they were familiar with the layout of the new school, but also a series of activities to aid them in coping with any anxieties they may be experiencing.

Summary of responses given to questions 1, 4, 6, 7, 8 and 10 in the KS3 focus groups

Further to this, a viewpoint presented by Maras & Averling (2006) on how a child with SEN may require additional visits to their new school alongside an increased amount of interaction with new staff, was also supported through the responses given by the KS3 coordinator. Both questions 1 and 2, within the KS3 interview (see Appendix 4), highlighted the added personal interaction and additional visits to the school each child with SEN received during this time. Interestingly, some of the children’s responses to question 1 in the focus groups (see Appendix 5) also reflected these thoughts through offering me an explanation as to how ‘pre-transition’ days had helped them to feel more comfortable and included within their new environment. Alongside these factors both coordinators made reference to the importance of using, and continuing the use of, specialist programmes during this period of adaptation to ensure that each child’s transition was a positive one.

Following on from these aspects of provision, common responses surrounding the topic of a child’s social and emotional needs during this time were also mentioned. Question 3 on the KS2 interview (see Appendix 3) and question 4 on the KS3 interview (see Appendix 4) both referred to the importance these aspects had on the learning process. This aspect of transition was further probed by the focus groups responses to questions 1-9 (see Appendix 5). Where specific references were made surrounding the reassurance, guidance and encouragement each child received from KS3 staff and the welcoming environment they were joining. This notion supports the theory of the benefits of involving each child in a ‘secure knowledge’ environment during this time of transition (Wenger, 1998). Unfortunately, within these responses there were further negative attitudes shown surrounding the children’s primary school provisions, with the focus groups commenting on the lack of support they received during this time. It is through comparing these two sets of responses that I was able to see how both points continue to provide evidence to support Coleman & Roker (2007) when they stated that primary schools are the institutions that are not supporting children effectively enough within this period of adjustment.

Summary of responses given to questions 1, 6 and 9 in the KS3 focus groups

Uncovering evidence in this area of transition allowed me to see how good communication between Key Stages could potentially aid in ensuring that the process goes smoothly for each child. Therefore, this is why I have chosen to focus on the communication aspects of transition within my next area of analysis.

Communication aspects in transition

Wood (2012:P.3) defines communication as “a collaboration of processes that incorporate a multitude of components, including the interpretation of symbols and interaction with external stimuli”. It is through being systematic in these processes that communication is recognised as the method of creating meaning from a series of interrelated components.

With these processes in mind it was interesting to observe the two responses given by both Key Stage coordinators to a series of questions. Through analysing questions 1 and 2 on the KS2 interviews (see Appendix 3), where views were presented on the inconsistency of some KS3 transition programmes and the ‘suggested’ implementation of a specific programme with their main feeder school, against that of the KS3 coordinators response to question 2 (see Appendix 4), where it was implied that a good level of communication was apparent during this process due to her attendance to a primary heads meeting, where the current year’s plans were discussed with all staff involved in the transition process. However, the KS3 responses to question 5 and 7 (see Appendix 4) provided me with a further understanding of the KS2 coordinator’s initial point. Within her response, the KS3 coordinator had made it very clear there was familiarity with the seven main feeder schools, but not with those that were outside of the catchment area. External feeder schools appeared to be the ones who were less forthcoming in the sharing of their information. Alongside the secondary school being unhappy with these exchanges it appeared that some KS3 children were also feeling the impact of these actions. The focus groups’ responses to question 10 (see Appendix 5) revealed how some of the children felt they needed to be given more specific information about the school they were going to be attending, even if there was a variety of options available to them. The children noted how generalisations about schools were unhelpful and how every child should be provided with the same level of basic information. It is from these points that we could begin to see potentially how and why some children become disengaged and detached from their new school environment (Rice, et al. 2011; Tobell, 2003; Morgan, 1999).

Summary of responses given to questions 5 and 10 in the KS3 focus groups

Continuing on from this point it would appear that connections between schools are trying to be made with one another during this time, as the responses given to question 2 in the KS2 interview (See Appendix 3) place emphasis on how both KS2 and KS3 staff observe one another’s lessons and the teaching methods that are chosen to be employed within both school settings. This is further supported by the response given in the KS3 interview to question 3 (See Appendix 4), where the coordinator stated how staff attended joint training days and how through her attendance at the Primary heads meeting, ‘good practice’ ideas were shared. Although this ultimately provides a positive view on the procedures in place, both sets of responses appeared to suggest that these practices were shared amongst the main feeder schools and not with other potential schools. Meaning that although both schools recognise the value in these techniques they do not always appear to be universally applied.

Another recurrent comment that was mentioned was that of parental communication with the secondary school. As previously referenced by Coleman & Roker (2007) and McGee et al (2004) the need for good communication between parent and school is paramount during this period. This is so each parent can be fully informed of the changes there child is about to encounter and be prepared for any questions that may arise. Through examining the data provided by both Key Stage coordinators, it would appear that the KS3 responses given to questions 1, 3, 6 and 9 (see Appendix 4) provided the best insight into the provisions available to parents. References were made towards the availability of Open Days, evening showcases, a range of parenting workshops (to help parents cope with changes and prepare their children, particularly for those children with SEN) and a series of parents’ evenings that were implemented with the intention to act as vehicles for school/parent communication. Through inviting parents to these events it seemed that the KS3 staff were constantly providing opportunities for parents to communicate with them and be made aware of whom to contact if any concerns were to arise. Through the KS3 responses in particular to those surrounding the extra provisions for SEN children, it would appear that this evidence corresponds with what Squires & Farrell (2006) and Starr, et al. (2001) noted surrounding the belief that secondary schools should recognise the importance of communicating and listening to the invaluable insights parents have surrounding the needs of their child.

Discussion

Within this section I aim to present an overall evaluation of the research process with specific references being made towards the original aims of the study. A detailed analysis of the data will be presented and an explanation will be given on whether the data collected is sufficient enough to determine whether the aims of this study have been achieved. Further to this, a discussion will be provided to acknowledge potential areas for further research alongside areas of personal and professional development.

Now that the research has been collected, presented and analysed against the relevant literature it is important that we return to the original research aims and use them as a basis to examine the data. It is through doing this that I am able to uncover the credentials of this piece of work. The main aims of the study were:

1. To identify the key factors that influence a child’s transition from KS2 to KS3

2. To identify the areas of the transition process that children appear to receive the most support and guidance in

3. To assess how effective the communication between both the KS2 and KS3 schools is during this time of transition

It was through establishing these aims at the beginning of the research study that provided the basis for both the interview and focus group questions. It is my assertion that by collecting evidence through a qualitative method I was better equipped to understand the perspectives of both staff and children during this period of transition.

Key factors that influence the transition from KS2 to KS3

Examination of the evidence provided from both the KS2 and KS3 transition coordinators’ interview responses (see Appendix 3 & 4) and the focus group responses (see Appendix 5) began to illustrate the key factors that influenced a child’s transition. Through a series of references being made towards the successful implementation of transition days, KS3 staff visits to the children’s primary school and the communication between KS3 staff and pupils. It would appear that positive interaction with staff was what acted as a predominant factor that allowed a child to feel confident during this current transition period. Further to this, references were also made towards the positive impact these procedures had on a child’s wellbeing. A viewpoint that mirrored what had previously been noted by Slater & Mckeown (2004) and Lucey & Reay (2000) at the beginning of the research, who explained that it was through the implementation of these procedures that ultimately defined whether children had a successful transition or not, in regards to the child feeling less anxious and more at ease in their new environment.

However in contrast to this aspects of the focus group responses in collaboration with some KS3 interview responses, showed that although KS2 preparation was good for some others appeared to find it less informative. Some children felt that the transition was becoming a source of discomfort due to the lack of information provided by the KS2 staff on what to expect.

Summary of responses given to questions 5 and 10 in the KS3 focus groups

Therefore when evaluating Aim One, it would appear that the key factors that could influence the success of a child’s transition from KS2 to KS3 is the effective implementation and delivery of KS3 support systems and strategies. This was owing to the positive perceptions the children had of the KS3 transition programmes and the abundance of positive comments they provided about the support they had received when entering into KS3. In accordance with these points, it was also the frequent references and negative perceptions of the children's experiences of KS2 support, preparation and guidance that reinforced the view that KS2 provisions needed to be increased and that a child’s transition should not be solely based on the perception that the KS3 provisions are going to be sufficient enough to ensure a positive transition experience for every child.

It is from the data provided from this study that highlighted the positive aspects of KS3 provisions and increased awareness that further provisions need to be made available to KS2 children. This is because each child deserves the opportunity to receive the support and guidance they feel they require during this time (Doyle & Hurrell. 1997).

Support and guidance

In order to provide evidence to achieve the second aim a more critical analysis of the interview responses was taken. Again, through examining the responses to the questions provided by the KS2 and KS3 coordinator interviews, I was able to create a series of themes that connected the common responses together (see Appendix 6) and directly analyse them against the children's perceptions, which were expressed through the focus group responses.

Summary of responses given to questions 1 and 4 in the KS3 interview

From my interpretation of the data that was provided to me both student wellbeing and communication (between staff, pupils and parents) appeared to be the most commonly discussed themes. Through directly comparing the responses provided by the Key Stage transition coordinators with the responses given by the focus groups it seemed that these were the areas that the children also felt the most supported and guided in. Therefore, in regards to the second aim of my study, it would appear that the area both children and staff felt they were best catered for and received the most support and guidance in was surrounding the student’s personal wellbeing. This finding appears to support several other research studies and views on this topic where the social and emotional aspects of secondary transition have taken precedence over other areas such as curriculum continuity (Yeung & Leadbearer, 2010). This may be because it is believed that this area impacts most upon the development and progression in other areas (Turner, 2007; Pianta & Kraft-Sayre, 2003; Rutter, 1989). This point that was also supported by both of the KS2 and KS3 transition coordinators responses (see Appendix 3 & 4).

Summary of responses given questions 8, 9 and 10 in the KS3 focus groups

Second to this, a theme of communication was also present. With both the KS2 and KS3 interview responses agreeing on how good communication was needed in order to provide a consistent level of support for the children (see Appendix 3 & 4). Although references were made towards the efforts KS3 staff made surrounding communication with parents, it is the responses given by the KS2 transition coordinator that began to cause a potential conflict in the interpretation of the results.

Summary of responses given to questions 7 of the KS2 interview

McGee et al (2004) previously stated that it is the parents’ involvement and engagement in the transition process that enables the KS3 staff to provide the level of support that they expect and request. A logical deduction based on the results of this research is that the KS3 provisions in this instance did provide a good level of support for parents. This was due to the variation of communication techniques that appeared to be in use, ranging from separate parent evenings, for those parents with children with SEN, to school led parent workshops. However, there still appears to be concerns over the consistency in support the primary schools are providing for the children at this time.

Summary of the responses given to questions 1, 8, 9 and 10 of the KS3 interview

Aim Two was achieved as the evidence collected pointed to the specific area where children received the most support, their wellbeing. Here the availability of KS3 staff was clearly communicated to both child and parent so that they were able to feel confident in sharing any concerns and worries, should they arise, with a trusted and familiar member of staff. However, although child, parent and staff communication appears to be good within KS3, it should be noted that communication between KS2 and KS3 schools was not always noted as being as consistent.

Communication between schools

In accordance with aim number two perspectives surrounding the communication between Key Stages have also been uncovered during this research study. Both the KS2 and KS3 coordinators state how closely linked they are with the main feeder schools and that the provisions that are in place work well.

Summary of responses given to question 1 in the KS2 interview

However, when questioned about the support available to the children that are joining the school from an area that may be out of catchment or a school that is unfamiliar to either the KS2 or KS3 school provisions appear to deteriorate and become inconsistent. This area was identified by Morgan (1999) as potentially being the cause for children becoming disengaged and uninterested from their work after the transition. It is from the references being made towards the inconsistency in provisions that leads me to believe that my third aim has identified that communication amongst feeder schools is often very effective when working alongside a main secondary feeder, but does appear to reinforce the fact that not all schools are able to offer the same level of support and guidance in this potentially highly influential period in a child’s school life.

A critique of the research

When reviewing the research methods used within this small- scale study, it would appear that that use of interviews and focus groups, to collect rich qualitative data, was the most appropriate. This was due to the detailed responses I was able to receive on the topic of primary (KS2) to secondary (KS3) transition. However, as with any small-scale study, a negative aspect is that of the small and specific sample groups I used. If this study was to be conducted again it could be suggested that the researcher conducts a larger number of interviews and focus groups across a wider collection of groups, so that further explanation could be provided on the processes involved. In conjunction with these modifications it may also be beneficial to either interview or present a questionnaire to the parents of the children, either before or shortly after their child had moved from one Key Stage to the other. As this would allow the collection and analysis of data to incorporate a more informed and triangulated approach to the topic (Flick, 2009). Further to this, the demographics of the study may also want to be altered to ensure that a more in depth analysis of these processes could be researched. It is through giving consideration to other variables in a child’s life such as gender; ethnicity, language or disability that further studies may be able to offer a better insight into the factors that could affect a child’s transition from KS2 to KS3.

For example:

It is due to these small numbers of participants and relatively small time scale that this study could ultimately present a biased opinion on the processes involved in the key factors that influence a child’s transition from KS2 to KS3. Any bias present may not originate from the researcher but be present simply as the result of such a small sample group having an atypical makeup. Further to this numerous examples of bias may be identified during this study, ranging from personal bias due to the use of grouping responses in relation to themes and through my decision to either include or exclude pieces of data. Bias may also present in my choice of group size, location of schools and the overall demographics of the study itself. Further to these points the notion of KS3 teacher bias (which has previously been discussed) may also need to be addressed so that future studies could evaluate a wider range of children’s needs during their transition from KS2 to KS3.

Future Implications

As this study was conducted and planned by a novice researcher it must be acknowledged that some additional implications and/or conclusions that could potentially enhance the quality of the study further may have been missed. As previously mentioned a larger sample group of interviewees and focus group responses may have provided a more diverse and informed viewpoint on the topic of transition. In addition with this, parental views may have been taken into consideration so that a more balanced view of the school systems could be presented and examined in relation to what the schools said they were going to do to aid children through this process. It is from collecting evidence in this area that I may have been able to expand upon a point raised by McGee, et al. (2004) on how parents feel they could aid in preparing their children for the transition. Alongside this I could also see how schools are trying to interact and engage parents in their child’s new learning environment (Yelland, 2005). Further to this I would also have been able to collect parental perceptions of how they feel primary schools are preparing their children for the transition and how they feel certain areas could be improved (Coleman & Roker, 2007). As it is their contribution, or lack of, that could potentially affect how they are able to support their child during this time.

Personal development

This study has highlighted the complexities of transitions to me. Through the collection and analysis of data I have been made more aware of the role the secondary school has to play during this time. It would appear that although some primary schools attempt to prepare their children for the transition, many of them are not successful. It is from this research that I have been made aware of the importance of not only joining a ‘secure knowledge environment’ (Wenger, 1998) but also in leaving one behind. I believe that if children leave primary school confident that their queries surrounding secondary school have been addressed they will feel less anxious and more prepared for the new learning environment that awaits them as their worries have already been partly answered.

Further to this, these results have both crystallised my view on the involvement of children during this time. From looking at the focus group responses surrounding the support they received at primary school, it would appear that children want to talk more about the changes that they are going to be experiencing and that many of their concerns could be addressed by simply sitting down and talking to the class teacher directly.

This study has also enabled me to improve both my academic and professional skills sets. I now feel confident in my ability to communicate with professionals and to interact with the children I aim to work with. Alongside this I have become more competent in ordering my thoughts and been able to introduce my feelings on a topic and present them in an academic style of writing. Although this study has presented me with numerous challenging times, it has been a process that I have enjoyed and one that has reminded me of the good practice needed to become established within the world of education.

Professional development

It is through the completion of this study that I am able to see how it has impacted upon my professional development. Through examining the processes involved in the completion of the study, I have been able to see that I can collate and direct data to match focussed questions.

Through collecting, presenting, analysing and discussing the data on transitions in the role of the researcher, I have been able to see how important this time is for a child. Through reading around the topic, and by becoming familiar with the viewpoints of both the children and staff I hope to further enhance my practice within the education sector. Through the successful completion of my primary PGCE I hope to become involved in the KS2 to KS3 transition process where I can offer a good level of support to guide and inform the children through this time of change by encouraging them to speak about concerns and by ensuring that they receive a consistent and well informed level of support when they move to the next Key Stage. As it has been made apparent from this research that interaction with the children is paramount if the provisions being supplied to them are going to be adequate in preparing them for the changes that they are going to experience. In my opinion the role of both schools is to support and guide children in all stages of their development, meaning that the transition between KS2 and KS3 needs to be just as seamless as if they were just naturally progressing through their education.

In conclusion, this research study has shown the processes needed to conduct a piece of research on identifying the key factors that could influence a child’s transition from KS2 to KS3. Through this process that I have been able to deduce that these factors are related to the wellbeing of the child and the effective communication between Key Stages. I feel that this piece of research can be used to assist and inform KS2 and KS3 transition coordinators and inform them of some of the areas that may require further attention. I feel it is clear to see that the secondary school within this study has been the main supply of support for the children during this time of transition. I am concerned that although the KS2 interview response to question 3 (see Appendix 3) stated that the child’s social and emotional needs are top of their agenda children do not always share this. I am given to understand that in order for children to feel more prepared for the changes that they are about to encounter there needs to be a two pronged approach to the support available to them. Children need to be supported in different ways by both schools. Primary schools need to be more forth coming in the changes that are going to be presented to the children and secondary schools need to share the logistics on how these changes are going to/could affect them. Both schools need to provide a clear avenue to discuss and aid their children if they are showing signs of discomfort or worry. It is only through doing this that each child can be truly catered for and supported for during their transition from KS2 to KS3.

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Appendix 1: Blank copy of student consent forms

Miss Emma Neill

C/O The University of Gloucestershire,

Francis Close Hall Campus,

Swindon Road,

Cheltenham,

GL50 4AZ

Tel: 01242 714551

Dear Sir/Madam,

I am currently a third year student at the University of Gloucestershire studying Education. In order to complete my course I am required to complete a piece of research and display my findings.

The topic I have chosen to research is how children think they have been supported through the transition from Primary to Secondary school. Through collecting this information, I will be able to draw conclusions on how the current process is functioning.

All feedback collected during this process will be kept anonymous and the information collected will be used solely for the purpose of my research project.

If you are happy for your child to attend please fill in the form below and return it to Miss _______ by _________.

Yours truly,

Miss Emma Neill

_____________________________________________________________

I do / do not give permission for _______________________ to attend the above discussion group.

Appendix 2: Summary of interview and focus group

questions

Primary Questions

Secondary Questions

Focus Group Questions

1

Within your school setting do you follow a set programme for transition?

Within your school setting do you follow a set programme to aid in the transition from primary school to secondary school?

What has helped you to settle in to secondary school?

When preparing your children for the transition process what area do you feel you focus more upon?

Social/Organisational

· Bureaucratic (Student records, achievement data, work samples)

· Social and Emotional (friendships, teachers, parent/student support, bullying)

· Curriculum (sharing of teaching plans, joint staff training, summer schools, subject continuity)

Academic

· Pedagogy (Understanding of how pupils are taught, teaching styles, teacher training, teachers perspectives on learning)

· Management of learning (whole school practice, inclusion activities, learning to learn, study skills)

Do you take direction on how you conduct your transition programmes from feeder primary schools?

Did the teachers at your primary school help you to get ready to move to secondary school?

3

Can you rate these processes in order of importance?

1 -Highest

5- Lowest

Do you feel that when the children enter into your school they are prepared in any of the following areas’;

Social/Organisational

· Bureaucratic (Student records, achievement data, work samples)

· Social and Emotional (friendships, teachers, parent/student support, bullying)

· Curriculum (sharing of teaching plans, joint staff training, summer schools, subject continuity)

Academic

· Pedagogy (Understanding of how pupils are taught, teaching styles, teacher training, teachers perspectives on learning)

· Management of learning (whole school practice, inclusion activities, learning to learn, study skills)

What did they do to help you? What was the most helpful thing they did for you?

4

Why do you think that you focus your attention more towards your highest rated area?

Do you think that any of these areas are more important?

What did the secondary school do to help you to get ready to come here?

5

How much communication do you have with the Secondary schools that your children are transferring to?

Do you have any concerns over the way primary schools conduct their transition programmes?

Is there anything you think anyone could have done to help you more?

6

Is the information you receive from the Secondary schools useful?

Do you think that the children entering into secondary school are fully prepared for the transition?

What has helped you to settle into secondary school?

7

Are there any legal requirements that you are expected to carry out during this time of transition?

Yes, please explain

Do the primary schools provide you with the suitable information to support those children that are finding the process a little more difficult?

What were you most worried about when starting secondary school?

8

Do you receive feedback on how your children are getting on at their new school?

Do you encourage children to take part in any summer school activities?

Do you think that these worries were dealt with by the teachers?

9

Are you ever re-contacted and asked for further support with children?

What procedures do you put in place to ensure that parents are happy about the process?

When you were/are worried about something at school who do you talk to?

10

Do you ever receive any questions from parents surrounding this topic?

Is there anything else you would like to tell me about the process?

Is there anything else you think I should know about moving from primary to secondary school?

11

Are the children’s concerns surrounding the topic of transition considered when devising transition programmes?

12

Is there anything else about the transition of pupils that you would like to say? Anything important that you think I may have missed out?

Appendix 3: KS2 interview responses

Question One

Within your school setting do you follow a set programme of transition?

· Individual plans with secondary schools

· Gloucester schools partnership – head teacher- transition programme that they wanted everyone to use

· SATS results are shared 0 only consistent piece of information

· Main feeder school receives notes on all children – including friendship groups, etc..

· Some schools appear to not put any procedures in place

· Main secondary school coordinator comes and makes individual notes on every child that will be attending the school

· Some schools do not send anyone to meet the children or collect any face to face information (stopped sending people) depends on the school some years although only one child goes to a school they will send someone. Inconsistent approach in regards to some schools

Question Two

When preparing your children for the transition process what area do you feel you focus more upon?

Social/Organisational

· Bureaucratic (Student records, achievement data, work samples)

· Social and Emotional (friendships, teachers, parent/student support, bullying)

· Curriculum (sharing of teaching plans, joint staff training, summer schools, subject continuity)

Academic

· Pedagogy (Understanding of how pupils are taught, teaching styles, teacher training, teachers perspectives on learning)

· Management of learning (whole school practice, inclusion activities, learning to learn, study skills)

Social/Organisational

Bureaucratic

· Computer records sent to office – SEN documents delivered by hand (SENCO records) – only paper things that are sent

· Internal male system used for any other information

Social and Emotional

· Do work in SEAL every year to aid in how to tackle issues in these areas (Every term)

· Building bridge programme – given to school from main secondary school as a transition programme

Curriculum

· Class teachers observe lessons (KS2 to KS3 and KS3 to KS2) this also relates to classroom layout

· QLC day

Academic

Pedagogy

· Children are made aware that they are not taught by the same teacher

· Children are made aware of the changes that are going to happen – increase in homework, change of school day

· Still treat them as small children – protect them a lot – teachers know how things are going to change

· Don’t always get taught by the same people in KS2, kind of prepared

· Behaviour system is consistent

Management of learning

· Learning to learn & study skills – building bridges – make children aware of homework and the need to improve their organisation skills (Take responsibility)

· Parents encouraged to support homework

Question Three

Can you rate these processes in order of importance?

1 -Highest

5- Lowest

Pupils –

1. Social and Emotional

2. Management of learning

3. Curriculum/Pedagogy

4. Bureaucratic

Staff –

1. Bureaucratic (this is what KS3 staff want – want before you can provide)

2. Social and Emotional (Visits)

3. Curriculum/Pedagogy/Management of learning

As a Y6 teacher – Social and Emotional is the more important and then Bureaucratic – SATS results (Purely because this is what the KS3 staff want)

Question Four

Why do you think that you focus your attention more towards your highest rated area?

Social and Emotional – if the children are unhappy then they are unable to access the curriculum – IEP behaviour is the main concern

· Ta support

· Learning support worker (LSW)

· Staff availability

· SEAL

· Increased parental interaction to aid in this process (e-mail once a week, record, parents come in to see LSW – open door policy)

Question Five

How much communication do you have with the Secondary schools that your children are transferring to?

· Main secondary school – lots throughout the year – art days, science day (Yr 5 & 6)

· Some pupils do their leadership with Primary school

· Two way process with pupils (not with staff which is a shame – want to do it but so much else going on)

· Gifted and Talented children also have a link to specific schools – weekly basis

· Staff to staff interaction very little due to time constraints

· Link primary school for gifted and talented (only 10 children)

· Fair opportunities for all children

Question Six

Is the information you receive from the Secondary schools useful?

· Don’t receive much information from them

· Children get what they want when they talk to the secondary school transition coordinator and when they visit – if any concerns are raised either when staff talk or when children return from visit, subsequent visits will be arranged

· Open relationship between children and staff and between main feeder schools

Question Seven

Are there any legal requirements that you are expected to carry out during this time of transition?

Yes, please explain

· Office deals with these, class teacher isn’t involved in this process (Sending information off)

· Teacher deliver information to office and then that information is gathered together ready to send

· Removes stress on teachers as roles are spread out

· Constantly updated throughout the year (SATS most important)

Question Eight

Do you receive feedback on how your children are getting on at their new school?

· Informal feedback, the children pop in, or parents if other children are still at the school, sometimes transition coordinator will give feedback in passing comment

· Wouldn’t want a formal report (Our bit is done and we need to let go)

· Even if I was concerned about a child I would not chase up how they are getting on, as I need to let go

· Can think about it, but need to leave them to it

Question Nine

Are you ever re-contacted and asked for further support with children?

· No – as already provided all information required

· No – it is successful as there is a knowledgeable person on the other end knowing what questions to ask

· Been doing it such a long time that you know what to say, so there is rarely a follow up

Question Ten

Do you ever receive any questions from parents surrounding this topic?

· Yes – ‘I don’t want them to be in that persons class’ – generally agree and inform secondary school – then correct provisions can be made

· Some parents complain about not being able to get hold of people at the secondary school

· Theory of these procedures are good, but so many people involved that it becomes difficult to contact someone (big school)

Question Eleven

Are the children’s concerns surrounding the topic of transition considered when devising transition programmes?

· Building bridges programme covers main concerns

· Communication and language team implement a programme for those children on the Autistic Spectrum – TA talks through the procedures – uniform, routine , etc. (small groups)

Question Twelve

Lastly, is there anything else about the transition of pupils that you would like to say? Anything important that you think I may have missed out?

· Children tend to really look forward to secondary school – they know that they are going from one place to another

· Leave being happy, wary but happy

Appendix 4: KS3 interview responses

Question

Response

Within your school setting do you follow a set programme to aid in the transition from primary school to secondary school?

Majority of children

· KS3 staff visit primary school, personal visits

· Transition day

· Parents information evening (June and October – information about the year ahead – for example cross stage spelling strategy, started in primary school and continued in secondary – parents encouraged to raise any concerns and ask questions)

· Transition preparation – all children receive a transition passport (changing how it is used this year to make it more consistently used within the first few weeks of yr7)

SEN or Complex needs children

· Receive up to 10-12 visits from KS3 team

· Initial visit is held before transition to ensure that there is a more integrated approach

· Separate parents evening is held to ensure that the parents are happy with the provisions and what provisions will be available – second meeting re affirms the procedures in place (Encouraged to ask and raise questions)

All children have a personal visit from the school

Do you take direction on how you conduct your transition programmes from feeder primary schools?

· Secondary head and deputy head meet with the primary and deputy head at feeder schools to discuss the current years transition programme

· Head of KS3 and ASPIRE (SEN department) develop ideas yearly to try and ensure the transition programmes are tailored to the needs of the children that are moving up (e.g. pre-transition courses – this is held for children that may find it a little bit more of a struggle before the actual transition day – living life to the full, to make the children with difficulties settle in a little more)

· Improvements are made each year – evolving process

Do you feel that when the children enter into your school they are prepared in any of the following areas’;

Social/Organisational

· Bureaucratic (Student records, achievement data, work samples)

· Social and Emotional (friendships, teachers, parent/student support, bullying)

· Curriculum (sharing of teaching plans, joint staff training, summer schools, subject continuity)

Academic

· Pedagogy (Understanding of how pupils are taught, teaching styles, teacher training, teachers perspectives on learning)

· Management of learning (whole school practice, inclusion activities, learning to learn, study skills)

Secondary school has 7 main feeder schools (Some children do come to the school outside of catchment)

Social/Organisational

Bureaucratic

· KS3 staff and ASPIRE team attend SA+ and statement meeting to ensure all data on each child is shared

· Information sheet completed, so that staff have all information on SEN children

· Student records et are sent to the school through an information sharing form

Social and Emotional

· Living life to the full workshops

· Children and parents now specific members of staff to contact if there are any worries or concerns (Constantly reminded of this during parent evenings)

Curriculum

· Joint staff training – not always possible BUT there are dyslexia pathway sessions, cross phase moderation – sharing English and Maths folders

· Summer schools is on the agenda

· Subject continuity

Academic

· Primary heads meeting – share good practice, teachers from both schools observe lessons and pupi