KS2 – KS3 A focus on practice at The Denes High School Lowestoft Transition

Focus Introductions What we mean by transition? Task Why is KS2 – 3 transition so important Task The practice at The Denes The role of the Transition support TA The student voice SOR and transition The future Task/ what do you see as good practice within your school?

What is transition? A move from one curriculum stage to another Change in expectations and rules; a new experience A time of stress (children and their families) Move from primary to secondary education KS3 – KS4, KS4 – KS5 A time when vulnerable children need more support A time when parents worry about their child’s future education “too many children still find the transition from primary to secondary school difficult - some fall back in their learning as a result” (DfES, 2004)

Task: paired activity 5mins In pairs identify groups of students who would benefit from additional support at transition. Focus on KS and student need. What happens now? Who leads this process? Who needs to be part of the process? What other transitions would you prepare for? Discuss in pairs Share with the group. Identify key factors in the transition process.

Preventing the dip at KS3 Indications that without transition support pupils attainment dips at KS3 “too many children still find the transition from primary to secondary school difficult - some fall back in their learning as a result” (DfES, 2004) Successful transition includes: Developing new friendships Parents are happy that child settles well Shows an increasing interest in school and school work Copes with new routines and rules Curriculum continuity Reducing risk for students with SEN More help from secondary school = better transition Bullying a key factor in negative transition Low SES (socio-economic status) links to a less positive transition = need for parental involvement A time to address attachment issues /linked to adolescence

KS2 to KS3 84% of children felt ready for the move to high school 16% did not feel prepared 3% were worried and nervous a term after they had moved (dcsf, 2008) At The Denes students felt that parental concern raised student concern Many children raised concerns about bullying

Task in small groups 5 mins What are the priorities for a transition plan? Use the packs to pick out the 10 key issues for your school and prioritise them. Which students/pupils would be the focus of ant transition support. Discuss as All Most Some Who else needs to part of any transition plan?

Transition at The Denes: a brief history 2005 Multi agency support for transition Regular transition meetings and a programme to support vulnerable students move from middle school to high school Visits to feeder schools by key staff to share data and personal information Transition programme in summer term with small groups from all feeder schools visiting the high school with a mix of students from different schools Linked project with Social care team (Change project) (Jill Willis Social Care & Karen Lodge) MOT is established: the pupil voice KS2/3 PRU groups for transition meet at high school MOT visits to feeder schools 2010 Appointment of a Transition Support TA 2011 SOR and 3 year groups transferring Nurture team linked to Yr6 transition 2012 MOT visits to feeder primary schools

Moving on Together

The Transition plan at The Denes High School  October/November : Transition meetings setting up plan; extent of support needed, establishing agreements for collaborative working; establishing links between schools. Further meetings planned for February, April/May & June/July  Regular visits for learning opportunities to High school throughout the year  November/December :Transition support sets up plan for meeting key staff, students, parents  MOT group starts  January: Transition support sets up group visits for 6 week programme of visits and work shops  Spring term Learning Manager & SLT link visit feeder schools, Annual reviews, parent meetings  April/May: Data sharing: Transition support/Learning Manager/HoKS  Visits to high school: 1:1 plans (students and parents), group work linked to Nurture team  MOT visits to primary schools  Continued contact between primary schools, parents and students + information

The student voice

The MOT group Yrs 7 – 9 with support from Yr 11 student Students ‘selected’ from a student survey Weekly meetings Team building work Student plans for supporting transition Visits to primary schools MOT involvement in visits from primary school students Celebration of success – rewards Planning for next year: a review of the year and student suggestions for next year

SOR and transition for 3 year groups Good links with feeder schools Staff from high school working with feeder schools Regular sharing of information/transition meetings Agreed format for sharing of information Meetings with parents as well as pupils Visits to high school Lessons at high school Transition TA working with primary schools for new transition from January HoKS & SENCo visit primary schools to share detailed information MOT/student voice

What next? Transition for 2013 MOT meeting Yr 5 & 6 pupils this year SEN data Establishing contacts Visits to primary schools from September Shared teaching; visits to high schools for specialist teaching areas. High school staff working in Primary schools? Observing in different phases Attending annual reviews Shared planning at all levels: curriculum, visits, vulnerable students, parental links

Task: sharing good practice across the phases What do you see as good practice? A focus for you. Share ideas about transition plans in your schools Create a shared guide to good practice

The literature What makes a successful transition from primary to secondary school? (M. Evangelou, B. Taggart, K. Sylva, E. Melhuish, P. Sammons and I. Siraj-Blatchford; dcsf, 2008.) School transfer and transition for children with SEN SEN provisionSEN provision SENCO SENCO Week Special Educational NeedsSENCOSENCO WeekSpecial Educational Needs Research in Action Change Project Preventing disaffection at KS3