Policy into practice: Take the pain out of the schools transition
Anne Longfield
Tuesday, May 13, 2008
As children progress through their education, making the adjustment to new learning environments can be tricky.
The moves from early years settings into primary school and from primary to secondary school can be particularly challenging transfer points at which children can be vulnerable to experiencing a dip in achievement.
A Department for Children, Schools and Families study suggested as many as 16 per cent of Year 6 children do not feel prepared for the move to secondary school. Ensuring these transitions run smoothly is important, and forms a major part of Sir Jim Rose's forthcoming Review of the Primary Curriculum.
Some areas are putting in place strategies to ease the move to primary school. For example, North Ayrshire Council has developed the Primary 1 Play Initiative, which seeks to build on nursery practice and continue active learning in the first year of primary school. The move from child-centred learning practices to more formal teaching styles can be a disjointed shift for young children, so continuing aspects of early years practice has been identified as important. The strategy involves staff development, tutor support and additional resources for learning through play, with the aim to raise staff awareness and embed good practice. It has led to marked increases in average attainment in the first two years of primary school.
Locally led projects have sought to establish greater communication and joint working between primary and secondary schools to align education and themes between Year 6 and 7. The Postcards from the Gap scheme at Don Valley School and Performing Arts College attempted to help the transition from primaries. Year 6 pupils at seven feeder schools were asked to send postcards listing their three favourite books. These were sent to the secondary school's library and its staff visited the primaries to talk to pupils about the secondary school. By the time the pupils arrived, the postcards formed the basis of a "celebrate reading" display and the children had already established a relationship with the staff they'd met. This has led to a working relationship between Don Valley and its feeder schools, with further projects to encourage relationship building and familiarisation.
Professionals who work with children build a good body of knowledge about a child's development and support needs. It is important to ensure this is not lost in the transition to a new educational setting, and collaborative practices will be crucial to this. By making use of them, we can ensure moving through education is a smooth and painless experience for all.
- Anne Longfield is chief executive of 4Children.Email anne.longfield@haymarket.com.
