Transcript Transition from Primary to Post

Transition for all students
An introduction to the programme
© 2014 Routledge/Taylor & Francis
Aims of session
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To highlight and identify the needs of
children on transition.
To clarify risk factors.
To identify whole school, group and
individual responses, strategies and
systems to support students on
transfer and beyond.
To provide participants with practical
ideas and resources for use in their
contexts.
To introduce key aspects of this
resource.
© 2014 Routledge/Taylor & Francis
Consider the situation…
How daunting it must be …
 to start in secondary school after the
nurturing, security and confidence one has
enjoyed in primary school;
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to become one of thirty (or more) students
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all unknown to as many as fifteen teachers;
take on several new subjects;
find your way around a new school;
to take on often conflicting advice about study,
homework and rules.
© 2014 Routledge/Taylor & Francis
But that is nothing by comparison with:
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finding your niche in this new situation;
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relating to peers;
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reassuring your often anxious parents that:
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yes… you are coping;
you have made friends;
you are keeping up with class work;
they have made the right choice; and
you are happy here.
© 2014 Routledge/Taylor & Francis
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The transition from primary to secondary
education has been recognised as a crucial
stage in young people’s schooling career.
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Young people’s experiences of the transition
process can influence their subsequent
academic and social development.
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Difficulties during the transfer from primary to
secondary school can contribute to later
educational failure.
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It is a widely experienced phenomenon that, for
some children, the first couple of years in
secondary school result in falling levels of
achievement.
© 2014 Routledge/Taylor & Francis
DFE study, Wales 2004–5
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For most young people, transition from
primary to secondary schools is a
manageable experience (84 per cent
according to EPPASE 3–14 project study).
16 per cent felt ill prepared for secondary
school, however, only 3 per cent felt this
way after the term had started (EPPASE
3–14 project study).
Sometimes, the children that pose few or
no problems in primary schools have
difficulty with transition.
© 2014 Routledge/Taylor & Francis
Settling into secondary school
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Students have positive and negative feelings.
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Most feel excited but nervous.
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Changes include …
 having more teachers and subjects;
 being the youngest students in the school;
 having different interactions with teachers;
 being in a ‘big’ school;
 having a longer day;
 many continue to miss primary school;
 many miss their friends;
 many miss social activities – school trips.
© 2014 Routledge/Taylor & Francis
DCSF Project - England
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What Makes a Successful Transition
from Primary to Secondary School.
Evanjelou et al. (2008) conducted a
research project in which affected
pre-school primary and secondary
transfers were identified; this was a
major longitudinal study investigating
the influence of pre-school primary
and secondary school on children’s
cognitive and social/emotional
development in England.
© 2014 Routledge/Taylor & Francis
Five key aspects
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The data analysis in this research project
identified five aspects of a successful
transition. These involved children in:
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developing new friendships and improving their
self-esteem and confidence;
having settled so well in school lives that they
cause no concern to their parents;
showing an increasing interest in school and
school work;
getting used to their new routines in school
organisation with great ease;
experiencing curriculum continuity.
© 2014 Routledge/Taylor & Francis
Factors that hinder the transition
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Experience of bullying.
Concerns and worries about their ability to
undertake the work.
New and different teachers for a range of
new and different subjects.
Worries about whether or not they could
make new friends in their new school.
These stresses and anxieties were all
associated with a poor experience of
transition.
The research has found overall that
approximately 3 in every 10 children have
some or many experiences of bullying
© 2014 Routledge/Taylor & Francis
according
to their parents.
Who IS more vulnerable at
this stage?
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This research study also identified that
children with special educational needs, or
those from other vulnerable groups, did not
necessarily experience a less successful
transition than other children. However, the
survey did highlight some interesting
findings and that children with SEN were
more likely to be bullied which is clearly a
key inhibitor of a successful transition. Out
of the 110 children with SEN in the sample,
37% had cited problems with being bullied
compared with 25% of children who did not
have ©SEN
who had problems with bullying.
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KNOW WHO IS AT RISK
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Vital at the outset that school
based staff have access to
information which would ensure
the identification of any
potential risk factors or
existing risk factors for
individual children and young
people – not just previously
identified students on the SEN
register/ statemented
students/LAC/travellers.
© 2014 Routledge/Taylor & Francis
Some questions for you to
consider now…
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How do you identify at risk students
on transfer to your schools?
What systems do you have in place
to do this?
How do you specifically support
SEND, LAC and low achieving
students?
What is the tracking and assessment
system like between key stages?
© 2014 Routledge/Taylor & Francis
Focus on RISK – existing risk
factors
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genetic influences;
learning difficulties;
specific development delay;
communication difficulties;
a difficult temperament;
physical illness;
previous academic failure;
low levels of self-esteem.
© 2014 Routledge/Taylor & Francis
Predisposing factors within the
family
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overt parental conflict;
family breakdown;
inconsistent or unclear discipline in the home;
hostile and rejecting relationships;
failure to adapt to the child’s development needs;
physical/sexual abuse and/or neglect or emotional
neglect;
parental psychiatric illness;
parental criminality, alcoholism, drug abuse and
personality disorder;
death and loss including the loss of friendships.
© 2014 Routledge/Taylor & Francis
Predisposing factors within the
wider community
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socio-economic disadvantage;
homelessness;
disaster, accidents, war and
other overwhelming events;
discrimination;
other significant life events.
© 2014 Routledge/Taylor & Francis
Settling into secondary school
What causes problems for
ALL children ?
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getting lost;
not understanding terminology;
lockers;
mixed school;
streaming;
more homework;
misinformation;
fear;
new rooms;
making friends;
teachers’ names;
increased anxiety levels.
© 2014 Routledge/Taylor & Francis
What works at a whole school
level? (See handout)
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inclusive school culture;
enabling leadership;
differentiated curriculum – NO CLICHÉS;
teaching and learning based upon respect,
consistency, structure and shared
responsibility;
explicit policies;
pupil participation;
assessment, recording and celebration of
achievement.
© 2014 Routledge/Taylor & Francis
What works at a whole school
level? (Cont.) (See handout)
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pupil support services –
individual and group;
appropriate working with external
agencies;
effective parent partnerships;
staff mental health and wellbeing;
transition specific strategies –
individual and group.
© 2014 Routledge/Taylor & Francis
The Transition Programme for
Year 6–7
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session 1 – a new school;
session 2 – coping with change;
session 3 – getting organised;
session 4 – focus on feelings;
session 5 – thought control;
session 6 – developing character strengths and
resilience;
session 7 – managing friendships and conflicts;
session 8 – coping with stress;
session 9 – teaching and learning styles;
session 10 – positive self and positive goals.
© 2014 Routledge/Taylor & Francis
Transition specific strategies
are VITAL! Quick activity
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Look at the handout ‘Potential
difficulties surrounding transfer
for students with SEN and
complex needs’.
Could your school meet these
needs?
What provision, systems and
resources are in place?
© 2014 Routledge/Taylor & Francis
Complex needs
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social and emotional difficulties;
communication difficulties;
flexibility/adaptability;
sensory integration;
executive functioning – motor
skills, organisation and planning;
learning needs.
© 2014 Routledge/Taylor & Francis
Making it visual
 maps;
 booklets;
 the
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DVD tour!
(Refer to handout.)
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Pupil passports
© 2014 Routledge/Taylor & Francis
What is a pupil passport?
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Pupil passports provide a portable and concise
description of a pupil. They are typically used for
pupils with limited expressive ability and complex
needs but can be equally useful for more able pupils
in stressful situations. They can also provide a
valuable outline for supply staff.
Pupil passports aim to:
 outline important information;
 promote consistency;
 give the pupil a voice;
 record and celebrate success;
 give a positive message to others;
 allow parents and carers to contribute.
© 2014 Routledge/Taylor & Francis
Pupil passports should…
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be written in the first person;
be written with the pupil;
be positive in their presentation;
be visually informative;
involve consultation with staff
and parents.
© 2014 Routledge/Taylor & Francis
Pupil passports should
include...
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personal details;
information about medication;
information about how they communicate;
strengths and abilities;
special interests and activities;
friendship groups;
academic profile – levels of support
needed, pace of working;
triggers to distress and signs of anxiety.
(Refer to handout – Example passport
format 1.)
© 2014 Routledge/Taylor & Francis
Information cards
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Information cards usually focus
on a set of specific, related
issues. These cards can be
attached inside the register or
handed over to less familiar staff
at the start of the lesson or in
times of heightened anxiety.
© 2014 Routledge/Taylor & Francis
Sample information card
My name is Andrew.
I am shy and find it very hard to answer
questions or read out in class.
I manage better when I am talking directly to
one adult.
I find it really hard to work in a group but it
does help a little if you give me a specific
role.
I prefer it when I can work individually.
If it is possible please could you let me leave 2
or 3 minutes early so that I can miss the
crowds in the corridors?
Thank you.
© 2014 Routledge/Taylor & Francis
What about SEBD?
© 2014 Routledge/Taylor & Francis
Nurture groups for vulnerable
children
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Empirical research has confirmed that
nurture groups in primary schools can
maintain educational engagement (Cooper
and Tiknaz 2007) while removing a variety
of barriers to learning including aggressive
behaviour, temper tantrums and withdrawn
behaviour (Bishop 2008). In addition, a
range of government reports indicated that
nurture groups within primary schools can
be effective in reducing school exclusions
(Ofsted 2011; Ofsted 2009; Estyn 2007).
© 2014 Routledge/Taylor & Francis
Nurture in secondary schools
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A ‘primary’ classroom to allow
children extra time to settle into the
secondary organisation, slowly
integrating into classes as the term
progresses.
A short term support and
development group identifying areas
of difficulty and liaising between
teachers and pupils to ease
difficulties with transition.
© 2014 Routledge/Taylor & Francis
A success story
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The number of secondary schools
registered with the coordinating charity
Nurture Group Network
(www.nurturegroups.org) increased from
four in 2005 to almost 70 members by
2011 and research evidence began to
suggest that nurture groups in secondary
schools might represent a promising
intervention in the support of young people
with social, emotional and attachment
needs (see Cooke, Yeomans and Parkes
2008; DCSF 2009; Colley 2009).
© 2014 Routledge/Taylor & Francis
Model for development at high
school
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audit of current practice and staff
skills, attitudes and personalities;
development team (school leader,
partner agencies, staff, admin);
whole school information session;
budget;
room identification and set up;
links with primary schools;
identification of initial pupil group.
© 2014 Routledge/Taylor & Francis
The model
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Following the introduction, a selection of
smaller group and paired activities,
including team games, can address
individually planned targets (derived from
the Boxall Profile scores).
Elements of curriculum could be covered,
perhaps through a topic based project
(although it is important to remember that
the children’s social and emotional needs
are met before curriculum).
One phrase to remember: curriculum is
only the focus when the children are
© 2014
Routledge/Taylorand
& Francis ready to work.
happy,
settled
A positive end to the session
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The end of the session will involve
some kind of reward linked to the
behaviour and involvement of the
children in the group.
This may be linked to the school
system (e.g. merits) or have an
individual child centred focus.
Target setting for the week ahead
within their normal school sessions
will provide a focus for the pupils
during their normal timetable.
© 2014 Routledge/Taylor & Francis
The environment should
offer...
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the earliest stages of interaction
within a reciprocal relationship;
opportunities to learn about
dialogue, speaking and listening;
opportunities to learn how to use
appropriate language to express
feelings, needs and wishes;
the foundation for successful
future class based learning.
© 2014 Routledge/Taylor & Francis
Sharing information
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One of the keys to success at
secondary is the development of
systems of communication between
staff.
The Boxall Profile helps to create a
common language of reference.
Modern technology provides a
number of solutions, from privately
developed systems, to using facilities
within SIMS.
© 2014 Routledge/Taylor & Francis
The dream?
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Further develop the notion of real
community schools/centres, so that all
young people are educated on one site i.e.
nursery, primary, secondary and special
including SEBD. There should be multiagency representation on that site
including social services, doctors, health
workers, youth workers, psychologists,
well-being professionals etc.
There would be no transition!
© 2014 Routledge/Taylor & Francis
Back to the real world…YOU
NEED…
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inclusive school culture;
enabling leadership;
differentiated curriculum – NO CLICHÉS;
teaching and learning based upon respect,
consistency, structure and shared
responsibility;
explicit policies;
pupil participation;
assessment, recording and celebration of
achievement.
© 2014 Routledge/Taylor & Francis
And…
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consistent systems and
approaches for transfer of
information;
transition specific support
systems in place;
ongoing staff training to ensure
awareness and understanding
and commitment to the
inclusion of ALL children.
© 2014 Routledge/Taylor & Francis
Thank you for listening and
participating! Enjoy this
resource!
© 2014 Routledge/Taylor & Francis