Stepping up

If you're teaching new Year 7 classes this term, you'll appreciate that the primary to secondary transfer isn't a seamless experience for all. Described by Ofsted as a "long-standing weakness", this transition remains a major focus of attention in many schools.

Frustratingly, evidence from the National Foundation for Educational Research has shown that 40 per cent of pupils lose motivation and stop making progress in the year after transfer to secondary school. The myriad reasons for this have led schools to take a multifaceted approach. This is being achieved through improving students' pastoral experience (the emotional impact of the change can be significant) as well as smoothing out the cultural differences between the primary and secondary phases, where curriculum transfer is paramount.

The responsibility for effective transition is naturally shared between the two schools involved. Where transfer is working best, this dual acceptance of responsibility is tangible, but drawing the students and their parents into the equation is all-important, too.

Every Child Matters, the Green Paper published last spring, embodies the aim of putting parents at the heart of improving each child's life chances. Effectively engaging parents in any work you undertake on this transition is sure to contribute to better social and educational outcomes.

A booklet, Curriculum Continuity: Effective Transfer Between Primary and Secondary Schools, is available from  www.standards.dfes.gov.uk/keystage3.

Also available from LEAs are copies of a DVD, Getting Involved, starring Cold Feet actor James Nesbitt, which parents can watch at home. When they return the DVD to school, they'll receive 10 top tips on stickers saying how to stay involved in their child's progress. The DVD is also useful to show at induction evenings.

REAL-LIFE TRANSITION TIPS:

Involving parents

St Richard's Catholic College in East Sussex runs evening visits to its feeder schools to chat about college events, the curriculum and extra-curricular activities and the like. Deborah Kenny, head of Year 7, says that this contact is critical and she makes at least seven visits to each school from February onwards.

As well as helping the children make the big move, it's key that such visits help get parents involved.

Transition booklets

Each child's interests, strengths and weaknesses are recorded in 'transition booklets' at St Richard's Catholic College. The profile is given to all teachers and is invaluable for personalised learning.

Interactive website

Chestnut Grove School in London has a fully interactive website for its new intake. Katherine Cumberbatch, head of English, says that this enhances transfer: "There are English, maths and music activities for Year 6 students to download and work on over the summer."

www.chestnutgrove.org.uk

Lesson swap

Chestnut Grove School runs a lesson swap with some of its 50 feeder schools. Primary teachers visit to teach a lesson in September and in May, Chestnut Grove returns the favour.

Transition work units

Netherhall School in Cumbria uses maths transition units (see www.standards.dfes.gov.uk). "Our eight feeder primaries use them in the summer term and we use them for a week in September," says head of maths Peter Mullarkey.

Videoed lessons

Netherhall School and its feeders also video lessons for each other to ensure similarity of approach. Using materials that link and match helps, too.

'Learning Challenge'

The Year 7 special-needs co-ordinator at St Richard's Catholic College runs the 'Learning Challenge'. Delivered through organisational skills workshops during registration time, the course lasts six weeks and certificates are presented at the end. Parents are consulted about the process, to ensure their involvement and support.

FOR MORE INFO, VISIT

www.standards.dfes.gov.uk/keystage3

Originally published in Teacher magazine