Year 6-7 Transition June 2020

The following documents provide outline details of how four secondary schools are approaching year 6 to 7 transition during the lockdown. In particular:

• How they are trying to ensure effective communication with feeder primary schools. • What is being organised this term or during the summer closure to replace or adapt the usual events and wider provision around transition. • How the curriculum is being adapted during the autumn term or throughout Year 7 to take account of the unique circumstances facing schools and Year 7 pupils in September 2020.

Please be aware:

1. These plans are not being held up as best practice. They are examples of the different approaches being planned in schools from a range of contexts at a time when we are all having to modify our approaches. 2. This is an ongoing process, with some plans for the curriculum in September more developed than others. All of the schools involved are happy to share more detailed curriculum plans as and when these are finalised by subject leaders.

These resources are offered in addition to the work already undertaken by primary colleagues in the document Primary Transition Year 6-7.

Schools involved in this work are:

• Albany Academy, Chorley • High School • Penwortham Girls High School, Preston • Rhyddings Business and Enterprise School, Oswaldtwistle

Please note the links below to the transition documents that have already appeared in previous bulletins. This new document today completes the series of transition documents.

Y6 to Y7 Transition Final Version (click here)

Y6 to Y7 Transition Strategy (click here)

Year 6 – 7 Transition Albany Academy Information requested from partner primary schools In what format are you requesting pupil KS2 Teacher assessment. assessment data from partner primary schools? Are you sending the usual information requests Yes. to Year 6 teachers re. student background etc? How are you collating key pastoral / Collection sheet – emailed. safeguarding information? Have links been established with primary SEN transition booklet posted home to all SEN SENDCOs to gather SEND information? What is students being requested? Link TA’s assigned to new Year 7 SEN students Link TA’s introductory phone calls home

Will secondary colleagues be visiting primary No. schools, observing social distancing, when primary schools have re-opened? How will this be managed How are you collecting contact details e.g. Collection sheet – emailed. telephone numbers and email addresses for new families? Transition and Induction events Are you planning to hold parent/student Yes. Video messages and introductions from HT, induction events virtually? Head of Year, Pastoral Officer and Form Tutors. Are in school, socially distanced No. induction/moving on up days/events being considered? Are resources being sent out for Year 6 students • Welcome letter from Headteacher to complete? If so, what is the focus? Catch up? • Transition booklet for parents posted home Transition/pastoral focus? • Transition booklet for new students posted home • Transition workbook posted home • Faculty project work set for Summer, to be completed in transition book • Transition week for new Year 7’s when first attending Albany • Dedicated Year 6 area on Pupil Portal with the following in it; - Welcome message from Head of Year - Key staff including tutors listed - Transition booklets - Summer project work - Mental health and well-being support materials - Current Year 7 welcome videos - Virtual guide around school (TBC)

Are activities being planned for over the No. summer holidays? Catch up events? Summer schools? What information has already been sent to Letter to parents explaining what is cancelled parents? Are telephone calls being made? (induction days, summer school), and what is Zoom meetings? replacing these: • Transition exercise book and project work from each subject • Virtual transition evening videos • Information booklet • First week of opening devoted to Y6. Adapting the curriculum Is work / planning currently taking place to adapt Not yet. When we set the project work for Y6 to the Year 7 curriculum for September to focus on beginning in July, we will discuss with primary gap filling/catch up? schools to review what has been missed. Will schemes of learning be amended / adapted To be reviewed. for the first half term? If so, how? Will there be time focussed on the prerequisites before moving on to accessing the curriculum students would have done in September/October? What would this focus look like? How would the gaps be identified? What intervention plans are being considered for the gaps which will have inevitably occurred? How will you know when students are ready to do the ‘usual’ of the curriculum/scheme of learning? With no SATs results, will you baseline test in CAT tests. September? How would this take place? What Subject baseline tests in lessons. tests / assessments would be used?

Year 6 – 7 Transition Fleetwood High School

Information requested from partner primary schools In what format are you We have requested teacher assessments of reading, writing, requesting pupil assessment numeracy and science (above, expected or below). data from partner primary schools? The transition lead is liaising with primary colleagues to determine students who have not been completing distanced learning since school closures began.

If students are assessed as ‘below’ when leaving year 6, we specifically ask primary colleagues to identify where they fall for example; year 4 emerging etc. We then use this information to target students for our ‘support’ classes as we have the invaluable resource of a primary trained teacher now working full time at FHS.

Are you sending the usual Due to school closures we have requested information with more information requests to Year 6 detail than previous years. We have provided all primary schools teachers re. student with two spreadsheets. One specific to SEN, the second background etc? spreadsheet asks for information on; • Teacher assessment grades • Attendance in year 5 and year 6 for each student and information regarding low attendance (the FHS attendance officer will be contacting all students who have attendance in year 6 of less than 90%). • Behaviour - risk of exclusion from high school (0 = No risk - 5 Extreme Risk) and information regarding high risk students • Effective parental engagement – if this a concern and details of concerns • Any positives about the child they want to share • Any other information they feel the school should know about the child This information along with meetings with primary colleges will allow the year 7 team to identify students who may require parental meetings and extra support which will happen before September.

How are you collating key We have collated all information passed on through the pastoral / safeguarding spreadsheets from primary colleagues and are in the process of information? arranging socially distanced meetings with Year 6 teachers – specifically with our safeguarding lead and the ’s family worker to discuss in further detail key pastoral and safeguarding information. All partner primary schools have been keen for this to happen.

Have links been established The SENDCO at FHS has contacted the SENDCO at each with primary SENDCOs to primary school requesting information on the following; gather SEND information? • Medical needs – HCP and comment on the medical What is being requested? condition • SEN - (STATUS - Blank or enter K /E) and (NEED - MLD, SEMH, SLCN and/or P/S) • Further details on medical needs or SEN needs supplied on spreadsheet • Request for primary SENDCO to email child’s EHC/Support/IEP plan to FHS SENDCO

Will secondary colleagues be The year 7 team (HOY, AHOY, SLT link and SENDCO) and visiting primary schools, safeguarding lead will be visiting primary schools to gather further observing social distancing, information on students. when primary schools have re- This is being co-ordinated by our transition lead who is in contact opened? How will this be with primary colleagues to determine meeting dates and times. managed Meetings are booked in to start from w/c 22nd June.

How are you collecting contact Our transition lead is liaising with primary schools to collect details e.g. telephone numbers parental mobile numbers. Parents have been informed of this by and email addresses for new FHS through a letter. families? The letter stated for parents to contact primary schools if they do not want their phone numbers passing on to us. Parents were given the opportunity to pass on their contact details directly to FHS through the enquiries email address. Enrolment forms have been provided online with individual passwords supplied to each parent to collect further contact details. Deadline for enrolment forms is Friday 3rd July. We decided to create an online enrolment system this year due to paper packs not being viable with current restrictions and social distancing measures. Any parents who are unable to access the enrolment forms, due to lack of internet access or literacy skills, have been asked to contact school. A staff member will assist the parents in filling out the forms.

Transition and Induction events Are you planning to hold A ‘Transition Zone’ has been set up on the school’s website to parent/student induction share key information regarding transition and induction to the events virtually? Fleetwood High School community.

As part of the transition zone, the year 7 team are currently preparing a virtual induction evening – speakers include; The Headteacher, SENDCO, HOY and AHOY.

Further virtual evenings to be planned to include; • Live Q&A session for parents and students to ask any non- confidential questions. Common questions which have been asked to be discussed. • Induction to home school agreement and focus on behaviour and attendance Are in school, socially Transition days in July have been considered and plans put in distanced induction/moving on place to handle these in a socially distanced way. up days/events being considered? If these are not possible / permitted a full induction day will be organised for when Year 7 students start at FHS.

If so, what is being considered Transition day group sizes would be in line with government about logistics? Group sizes guidelines on social distancing with a maximum class size of 15 etc? students, using the same protocols we have used for Year 10. Classrooms of suitable size to achieve this have been identified.

Students would be invited in within their primary school bubbles to prevent mixing of bubbles. Primary school teachers will be invited in with their bubbles.

Are resources being sent out Heads of Faculty have provided work packs for students to for Year 6 students to complete. Work packs are based around preparing students for complete? If so, what is the the first scheme of work in each subject. focus? Catch up? Transition/pastoral focus? These have been provided on the FHS website under the Transition Zone and provided to primary schools who have requested them. All students with internet access and primary schools are able to access these work packs. The transition manager is in contact with primary schools to identify students without internet access to provide paper-based packs. The focus for the work packs is to introduce and prepare students to the subjects and skills they will be completing from year 7 and to ensure some familiarity of subjects in the absence of pre summer transition experiences in school.

Are activities being planned for Ordinarily, this run during exam result week as a 3-day event. All over the summer holidays? Year 7 are invited but there is a focus and an early invite to PP Catch up events? Summer students. Students become familiar with the building, meet a schools? range of staff and complete lessons in a number of subject areas. This is being considered for this year but it remains under review.

What information has already Parents have been sent a welcome letter and a second letter been sent to parents? Are introducing the Transition Zone on the FHS website along with their telephone calls being made? individual log-in for the online enrolment forms. Zoom meetings? As mentioned earlier, the website Transition Zone’s purpose is to share key messages and ease worries of students and parents. The transition zone includes; • FHS induction pack • Recordings of virtual parents’ evening • Information on where to purchase uniform • Introductions to members of staff • Student and parent questionnaires to allow the year 7 team to identify key concerns, worries and questions which can be answered • Link to the secure enrolment forms • Work packs for year 6 students

The year 7 team will be contacting parents when contact numbers have been collecting to discuss the transition process and any worries/concerns of parents and year 6 students.

Regular phone calls to students coming from a small primary cohort and students who are flagged are worried about the transition process from phone calls, virtual parents Q&A event and online questionnaires. Meetings will be arranged by the year 7 team with students who are a cause for concern to meet the student and parents to discuss any extra support we can give the family.

Adapting the curriculum Is work / planning currently The Head of Year 7 is working with English, maths and science taking place to adapt the Year departments to establish how to fill gaps in skills and knowledge 7 curriculum for September to when students start at FHS. focus on gap filling/catch up? The transition lead is in contact with primary schools to identify curriculums which were followed and had not covered with students at the point of school closures. This information will be used by Heads of Faculty to adapt schemes of work. Will schemes of learning be The English department’s first scheme of work is based on ‘A amended / adapted for the first Midsummer Night’s Dream’. The department will be adapting their half term? If so, how? first scheme of work to allow time for filling of gaps which are identified with baseline assessments and in class assessment.

Work packs provided on the transition zone are to prepare students for their first scheme of work in English.

The maths department will be following the White Rose curriculum. The first scheme of work to be covered will be the HT6 scheme of work from KS2 to fill gaps in knowledge and skills as students will have studied this as part of distanced learning. It is expected that some students will have misconceptions and gaps in skills from this scheme.

Students will undertake a baseline assessment to identify key areas from the HT6 scheme which will be a focus for lessons and be specific to each class. Students will be assessed again at the end of the scheme to identify gaps which will need a focus moving forward in year 7.

Will there be time focussed on Gaps will be identified from information supplied from primary the prerequisites before school colleges and baseline assessments. moving on to accessing the curriculum students would Focus for schemes of work will be dependent on baseline have done in assessment data and primary school information. Focus of September/October? What schemes of work may differ between classes and key gaps would this focus look like? How identified in individual classes. would the gaps be identified? What intervention plans are Head of Year 7 is in discussion with Heads of Faculty and second being considered for the gaps in departments regarding this. We still have further work to do but which will have inevitably schemes and interventions will definitely be reconfigured to fill occurred? gaps from this last term. In addition, a set timeframe will be agreed with Faculty leaders so to how much time can be used for catch up time before starting the ‘usual’ curriculum content as to not to allow this catching up to drag on too long in to the new academic year.

How will you know when Assessments will be completed at the end of the adapted scheme students are ready to do the of work for English and maths to identify progress of students and ‘usual’ of the any further gaps which need to be addressed. curriculum/scheme of learning? Regular in lesson assessment will allow teachers to identify and address misconceptions and gaps to prepare students for ‘usual’ scheme of work.

Any alternative plans for The English department will be using a guided reading baseline assessments in place assessment as a baseline at the start of Year 7. of SATs? The maths department will be using either an amended SATs past paper or a PiXL assessment as a baseline at the start of year 7.

CAT assessments will be used as part of the baseline assessments.

Year 6 – 7 Transition Penwortham Girls' High School Information requested from partner primary schools In what format are you requesting We are requesting information using the ‘Forms’ App on pupil assessment data from partner Microsoft 365. primary schools? Are you sending the usual information Yes – this has all been requested as part of the ‘Forms’ requests to Year 6 teachers re. document. student background etc? How are you collating key pastoral / Using ‘Forms’ but have provided key email contact safeguarding information? information on the question so Primary staff with a pastoral/safeguarding concern contact the correct person. Follow-up phone calls have then been made.

Have links been established with Forms is providing the email address of our SENCO and primary SENDCOs to gather SEND Primary Staff are getting in touch directly where longer information? What is being term relationships have not already been forged. requested? Will secondary colleagues be visiting No – there are no plans to at the moment due to the primary schools, observing social uncertain nature of re-opening. distancing, when primary schools The school website has been updated with a wealth of have re-opened? How will this be information including introductions to staff and a ‘Moving managed on up’ booklet will be sent out at the end of June. Where primaries request Zoom meetings our transition manager will join a meeting hosted by the primary school who will take charge of safeguarding and admitting children to the meeting.

How are you collecting contact details The admission forms were sent out at the start of e.g. telephone numbers and email lockdown to collect all of this information along with addresses for new families? medical information. The lack of contact email address and telephone numbers is an oversight of admissions and needs amending for future cohorts. For example, we have a pupil who has moved since application completed in October and therefore getting their form back has been problematic.

Transition and Induction events Are you planning to hold We have updated our website offer considerably and parent/student induction events have created a showcase of our school environment. virtually? We have no plans to hold virtual events. Are in school, socially distanced In the final week of August we usually host ‘Head Start induction/moving on up days/events Days’ and we plan to offer these even if social being considered? distancing still needs to be in place. Sampling Day in June has been cancelled. MOTHS (Moving on to high school) sessions for our vulnerable students will be held at the end of the school term in July and at the end of August in a socially distanced manner. If so, what is being considered about We will follow guidelines but each form will meet their logistics? Group sizes etc? tutor in one of our larger spaces. If need dictates, we will have half a form in at the start of the week and half a form towards the end. Are resources being sent out for Year A ‘Moving On Up!’ booklet will be sent out towards the 6 students to complete? If so, what is end of June and it will include: the focus? Catch up? • Introduction to the form tutors and key staff in Transition/pastoral focus? school • Introduction to subject staff and their rooms • An ‘inspire’ task which we hope will engage them in each subject area. Are activities being planned for over Not that I am aware of. the summer holidays? Catch up events? Summer schools? What information has already been The admission form, allergies information and an sent to parents? Are telephone calls updated version of our ‘Moving from Primary to being made? Zoom meetings? ’ booklet. A further email alerting them to updates at the start of June and various links now available on the school website. Telephone calls are being made where requested and to parents of children who are coming on their own. Adapting the curriculum Is work / planning currently taking At present, we are focusing on maths, science and place to adapt the Year 7 curriculum English (See Appendices A, B and C) as we believe for September to focus on gap these are the curriculum areas which will be most filling/catch up? impacted by lockdown. Will schemes of learning be amended See Appendices A, B and C / adapted for the first half term? If so, how? Will there be time focussed on the As above prerequisites before moving on to accessing the curriculum students would have done in September/October? What would this focus look like? How would the gaps be identified? What intervention plans are being As above considered for the gaps which will have inevitably occurred? How will you know when students are As above ready to do the ‘usual’ of the curriculum/scheme of learning? With no SATs results, will you CAT tests will be completed once the new Year 7 have baseline test in September? How completed a full two weeks in school (whenever this would this take place? What tests / may be!). This information will be used to set Yr 7 from assessments would be used? January onwards.

APPPENDIX 1 English Department Year 6 – 7 Bridging Unit

Guiding principles

1. KS2 SAT is heavily skewed towards comprehension rather than inference. 2. Year 6 will, in likelihood, have covered most of the content required for the KS2 SAT, but will have lacked the opportunity to achieve mastery. 3. Year 6 have excellent grammar knowledge but find the application of this knowledge difficult. 4. School closures will have had a significant impact on students' experience of transition and their preparedness for Secondary. 5. Our judgements on setting will need to be watertight and withstand parental scrutiny. 6. Students will need support in developing good study habits. 7. The gap between PP and non PP is likely to have widened. 8. We need to anticipate a blended learning model with in-school and online learning.

Transition Unit

Pre-reading activities for “Look into my eyes” A Ruby Redfort novel by Lauren Child. These need to be “Inspire” activities suitable for all abilities. We also need to ensure that students who do not access them are not unduly hampered in September.

Initial padlet set up as “portal” for further activities:

Range of activities – all pre-reading activities to support reading the novel in September (following the advice in CTRG). Each activity will include a mini video lesson from a different member of the department, introducing themselves and the task.

1. What are detectives? Definition and famous examples. 2. Non-fiction mini text and comprehension on a detective. 3. Explore the Ruby Redfort website. 4. Create a detective gadget. 5. Fiction mini text comprehension. 6. Vocabulary quiz on tricky vocabulary from the novel.

Each mini lesson will be delivered via nearpod and the link posted onto padlet.

Year 7 – Term 1

• Carefully selected ‘Goldilocks’ class reader (The department is currently investigating an ideal text, preferably with a strong female protagonist) that will allow for consolidation of comprehension skills and lead to introduction of inference skills. A booklet will be produced to support reading using a range of strategies including developing reciprocal reading across all classes in Y7. (Dept. CPD will ensure consistency of methods). • Refreshment and consolidation of root words, prefixes and suffixes using Lexonik resources/ training to pave the way for building vocabulary closing any emerging gaps. (Dept. CPD will ensure consistency of methods). • Refreshment and consolidation of KS2 spelling lists through low stakes testing. • Bedrock – all students will have a Bedrock account. • All Y7 will have their own Just Write (EMC) book which provides the opportunity for students to engage in personal and creative writing based on a stimulus. This was trialled with 7E prior to school closure and was very successful – students enjoyed the opportunity to be free with their creativity. We have also found this strategy to be particularly successful across KS3 during school closure. Students will be encouraged to use vocabulary identified through their Bedrock Learning sessions to further develop their writing skills e.g. this week student A was learning 5 new words as part of their Bedrock Learning; these words must be embedded within their Just Write task. • The department is currently investigating using Matthew Burton’s ‘Go Big: The Secondary School Survival Guide’ as a non-fiction text to explore conventions and to use as a stimulus for writing. This text has been written to support students transitioning from Y6 to Y7 and covers a range of topics from academic issues to pastoral issues. We hope this text will also provide stimulus for oracy opportunities – it is a topic which all students will be able to connect with and given the current climate, is perhaps an ideal support strategy as well as a teaching tool.

Assessments will take the form of low stakes testing initially until after half term, then we will use a more formal assessment format to ensure setting is accurate. (CWO investigating a reliable and informative assessment). Setting will be predominantly based on reading ability as this in turn impacts on writing. APPENDIX 2 Year 6 – 7 Action Plan in Mathematics. What will the Autumn Term look like in Mathematics? Autumn Term Curriculum to focus on key skills that have already been taught in Year 4, Year 5 and Year 6 at Primary school. We have used the “Klips” objectives to inform us of these skills and have amended the order of scheme of work to ensure Key Stage 4 skills are visited first. In similarity to many secondary schools, we usually follow a three tiered curriculum in Year 7 with students set on academic ability. Again, in similarity to many secondary schools, students will be taught in mixed ability groups during the Autumn Term and we will be delivering the “intermediate” scheme of work with clear signposting of the scaffolding and stretch opportunities available to meet the individual learning requirements of our students.

We have reviewed the curriculum content in detail and will not be making any significant changes, as we strongly believe that our Year 7 “Intermediate” scheme of work is already a careful balance of retrieval and development of the Key Stage 2 key skills that most students should have accessed in primary school prior to lockdown. We have ensured there are frequent opportunities to stretch and challenge students further by embedding problem solving questions which broaden pupil understanding.

Our main adjustments in our planning for Year 7 are the specific lesson objectives. Previously lesson objectives in Mathematics would be focused around understanding a new skill; whereas when planning for the new Year 7 Curriculum, lesson objectives will be focused around refinement and development of these key skills. A “Prior Knowledge Skills Check” will be given to students at the start of each new unit to identify any misconceptions and gaps in knowledge, informing teachers of any adaptations they will need to make to their planning.

Examples 2019-2020 LO : To understand how to multiply two integers. 2020-2021 LO : To refine multiplication methods and use them to solve problems.

Examples 2019-2020 LO : To understand how to find the area of a rectangles and triangles. 2020-2021 LO : To develop skills for finding the area of rectangles and triangles.

Homework skills grids will still be used as an opportunity for assessment and to again, inform staff of any gaps in knowledge or misconceptions that will need to be addressed.

Formative Assessments will given at the end of each unit and will be a combination of diagnostic questioning and more problem solving and reasoning questions to ensure that not only have we been successful in enabling students to retrieve previous knowledge, but that we have also supported them in refining these skills and developing their ability to apply them to problem solving questions.

We will not be conducting a summative assessment in the first half term. However we expect to have completed three formative assessments in this time which should give us a clear picture of the progress being made.

Year 6 – 7 Action Plan in Mathematics. What will the “Hybrid Curriculum” look like in Mathematics? In the event of the Autumn Term being a combination of home learning and school based learning, the resources available will be consistent across the year group with additional scaffold and stretch resources available were necessary.

Each new unit will start with a short prior knowledge check. There are several platforms that can be used online to facilitate this; each one allowing staff to see the answers pupils have given and therefore easily identify strengths and target areas.

Powerpoint and SLSO lessons will be created collaboratively, with regular AfL built in so that both during classroom based learning and home learning, student worked is marked and corrected where necessary.

MathsWatch has proven a valuable tool during this initial period of home learning and will be used consistently to set weekly assignments for students.

Diagnosticquestions.com is an online platform which allows students to answer multiple choice questions and then write an explanation (for their teacher to read) as to why this is their answer. This will also be used to help create a dialogue between student and teacher. Individual teachers can then share good answers from their students in future lessons (virtual or real life), creating a sense of an online classroom.

Year 6 – 7 Action Plan in Mathematics. Adaptations to Curriculum long term in Mathematics? There were 17 units of work in the previous curriculum model, with the format of Autumn Term : 6 Units Unit 1: N1 Integers and decimals Unit 2: A1 Sequences and functions Unit 3: S1 Measures Unit 4: N2 Fractions, decimals, percentages Unit 5: D1 Processing data Unit 6: A2 Expressions and formulae (Moved to Spring term)

Spring Term : 6 Units Unit 7: N3 Calculation and measure Unit 8: D2 Probability Unit 9: S2 2-D shapes and construction Unit 10: A3 Integer, functions graphs Unit 11: N4 Percentages, ratio and proportion (moved to Summer term) Unit 12: A4 Expressions and equations (moved to Summer term)

Summer Term : 5 Units Unit 13: Transformations and symmetry Unit 14: D3 Surveys and data Unit 15: N5 Calculations Unit 16: A5 Sequences and Graphs Unit 17: S4 3-D shapes and construction

This has always been quite a squeeze and with the additional constraint of potential home learning and more time spent “closing gaps” we have the provisional option to omit these units if we feel it is necessary in response to the progress being made.

Transformations and symmetry is taught in Year 8 so these objectives will not be removed from the scheme of learning but would simply now only be visited explicitly in Year 8. (Should we have to opt to omit this unit). Key academic vocabulary including “rotational symmetry” will be taught during Unit 9 : S2 2D Shapes and construction, when students explore the properties of quadrilaterals and triangles. Surveys and data are previously taught in Unit5 : D1 Processing Data, so this unit is essentially a retrieval of previous skills. Again, should we find that the content of the curriculum requires some further reduction, we are happy that removing this unit is a suitable solution that doesn’t compromise the quality of the curriculum content.

It is however, our hope that with a combination of quality resources, diagnostic feedback and adaptive planning, we should not have to make any significant changes to the curriculum.

APPENDIX 3

Year 6 – 7 Transition Rhyddings Business and Enterprise School Information requested from partner primary schools In what format are you We have asked for teacher assessment data from primary requesting pupil assessment schools (in the absence of SATs KS2 data. data from partner primary We have grades for reading, writing, SPG and numeracy. schools? Are you sending the usual The usual information has been collected via phone call and/or information requests to Year 6 email between Rhyddings transition manager and Year 6 teachers re. student teachers from each primary school. We have teacher background etc? assessment, SEN, safeguarding, medical, academic and pastoral information. This has been collated in the same way as usual, on a spreadsheet, which is available for staff to access. Confidential information re safeguarding has only been shared with DSP.

How are you collating key General pastoral information has been collected by the transition pastoral / safeguarding manager over the phone and email. For any students who were information? highlighted as vulnerable, their details have been passed to DSP, who is then conducting their own meetings, email and phone communication, including transfer of information via CPOMs where applicable.

All students who have a safeguarding or pastoral concern are highlighted on the spreadsheet that is shared with all staff. Details of these concerns are kept with the DSP. Once form teachers and house leaders have been allocated to each student, appropriate information will be shared with them.

Have links been established SEND information was initially collected by the transition with primary SENDCOs to manager from the conversation with year 6 teachers. Where gather SEND information? SEND needs were identified, the Rhyddings SENCO is in touch What is being requested? with the primary SENCO at the relevant schools - again via phone and email.

The information we have requested falls into three categories: Firstly, the nature of the need (social, emotional, cognition and learning, etc.) including the severity. Secondly, the nature of classroom support and interventions, with reference to real experience and how successful these have been. Finally, any measures that were applied for in relation to SATs, such as extra time, scribe, reader, large print paper, etc. so that this can be used as a baseline for determining what measures may be appropriate through school and for GCSE’s.

Will secondary colleagues be Dependent on government advice – not at present, but we are visiting primary schools, ready to do this. observing social distancing, Questionnaire to all feeder primaries (attached – Appendix 4) to when primary schools have re- find out what they have been doing in the lockdown and wider opened? How will this be opening – offers of various forms of interaction, both virtual and managed face to face. How are you collecting contact Sent out (by post) an admissions form to collect all the usual details e.g. telephone numbers data – thus far about 33% returned. We’d normally deliver these and email addresses for new with pupil packs via primary schools. families? Transition and Induction events Are you planning to hold Yes, but this is still in the early planning stage – technical issues parent/student induction to resolve. events virtually? Are in school, socially Yes – in consideration. The plan is for pupils from the same distanced induction/moving on primary to come at the same time – parents to drop off and pick up days/events being up (which is a limitation for those who cannot drive). We are considered? currently asking primaries if they would be interested in this offer. If so, what is being considered Small group sizes, same primaries for one visit. about logistics? Group sizes Transport options not easy to resolve, due to the temporary etc? location of the school in Burnley. Are resources being sent out A single project has been created, which has elements of for Year 6 students to English, maths and science. It is quite practical and is focused complete? If so, what is the around the Coronavirus – designed to be appealing for pupils to focus? Catch up? complete, with a competitive element and prizes. Transition/pastoral focus? Also a version of the ‘Be Awesome, Go Big’ package – available through PiXL to tackle some of the pastoral aspects and anxieties.

Physical hard copies are being sent to families directly, and electronic versions have gone to each primary, so pupils can complete at home or in school, dependent on their circumstances, over the next few weeks. Are activities being planned for Not at present, though we have a number of staff available over over the summer holidays? the holidays to deliver specific interventions for pupils with Catch up events? Summer additional needs. schools? What information has already • Headteacher welcome letter also directing parents to website been sent to parents? Are and Facebook page, where there are welcome videos from telephone calls being made? key staff and all of the usual transition information. Zoom meetings? • Booklet and work pack with update from headteacher this weekend • We don’t currently have email addresses or phone numbers for parents, so no Zoom meetings.

Adapting the curriculum Is work / planning currently This is not well developed, because we have very little idea of taking place to adapt the Year how many pupils will be in school in September and for how 7 curriculum for September to long. focus on gap filling/catch up? Currently analysing information about what specific gaps are likely to exist in the learning of Y6 pupils – at both a general level and for individuals in terms of the extent to which they have engaged with home learning and whether the work has been consolidation or new learning. Transition lead is trying to gather and collate this information from all of the 40 feeder primary schools.

Will schemes of learning be Yes. Each subject leader is analysing the year 7 curriculum and amended / adapted for the first considering how to adapt it to meet needs, in line with these half term? If so, how? principles: • The importance of a positive start and meeting significantly increased social and emotional needs • Trying to ensure existing gaps are not widened further, and are ideally closed. • Being diagnostic in our approach to identify gaps in learning, but not hitting pupils with a battery of baseline assessments.

For example, in maths – the scheme of learning already includes an initial programme which focuses on revisiting and consolidating much of the learning from year 6. The first new topic will be ‘Algebraic Thinking’ representing something pupils will have done little of at primary level, and therefore creating a starting point all pupils can tackle. At some point later in the term, we will use some published end of year 6 assessments to support the other ongoing evidence of attainment/progress. In English there will be an extensive focus on reading in the first term, particularly focusing on reading for inference, etc. as this is less of a focus in year 6 compared to reading for comprehension. Pupils will study ‘A Monster Calls’ to this end. There will also be a focus on vocabulary with low stakes tests and other activities to assess this and general activities and interventions to tackle gaps.

Will there be time focussed on See response above. the prerequisites before moving on to accessing the The emphasis will be on low stakes quizzing and activities to curriculum students would establish level of and then address gaps in key prior learning. have done in September/October? What would this focus look like? How would the gaps be identified? What intervention plans are No concrete plans as yet – waiting for DfE announcement on being considered for the gaps what funding and opportunities will be available to schools which will have inevitably before planning this work. occurred? How will you know when Mainly through short assessments or quizzes. Ideally we will students are ready to do the make use of technology for these and limit the amount of ‘usual’ of the dedicated teaching time devoted to these activities – though curriculum/scheme of obviously, these activities themselves support learning and learning? improve long term memorisation of the content.

With no SATs results, will you Some basic assessment of lower attaining and pupils with baseline test in September? SEND, to determine intervention needs for literacy and How would this take place? numeracy. What tests / assessments We do plan to do CAT tests this year (we don’t usually), would be used? especially as FFT have announced they will work with GL to use the data to create benchmarks for the end of KS4. Greater initial reliance on Year 6 teacher information forwarded from primaries.

APPENDIX 4 Rhyddings Transition Project 2020 (Copy) Given the unique situation we are in this year, we would like to provide more support to our prospective students as they return to school and start to think about next year. This survey will help us to tailor our support so that we can try to ease your pupils' worries as effectively as possible 1.Name of Primary School

2.Names of pupils allocated a place at Rhyddings for September 2020

3.With your remote learning for year 6 have you mostly continued the curriculum at home with pupils learning new material as they would have had they been in school? held the curriculum back and focussed on pupils consolidating their previous learning? A mix of the two above approaches?

4.If you have followed a specific curriculum for MATHS (eg White Rose, LAPS etc) could you name it here please?

5.If you have followed a specific curriculum for ENGLISH could you name it here please?

6.What core texts have your students studied in English?

7.If you have followed a specific curriculum for SCIENCE (Inspiring Science) could you name it here please?

8.Are there likely to be any significant gaps in your pupils' learning by September? Yes No Maybe 9.Please add details of any learning gaps and which subject below

10.Please select any of the options below that you would like us to provide for your pupils over the course of the summer term in school. We will make arrangements with individual schools once we have had some responses back. It is fine to say 'none', we know you may well have lots of things you want to do with your year 6's before they leave you!

Video call with Mrs Stobbs (Rhyddings Transition Coordinator) including Q and A session Video call with some Rhyddings students including Q and A session Some bridging work for English, Maths and Science Some pastoral activities 'getting to know you', 'preparing for Secondary School' etc visits to our Hameldon site (government advice then time permitting) Visits from our transition coordinator to your school (government and then time permitting) 11.If you have any other comments or requests for us please add details here and we will do our best to help.

12.Who would be the best person for us to contact at your school to follow up any requests? Please enter the name and email address below.