Supporting the transition from Y6 to Y7 during COVID19 pandemic Why has this document been written? A positive transition experience at any phase can set a child up to thrive and succeed at the next stage of their education. The primary purpose of this document is to share the thinking around how the planning for transition between KS2 and KS3 can be adapted given the restrictions of COVID-19. Whilst the experience of transition will be different in 2020, it can still achieve the aim of giving every child the very best possible start to their secondary school life. What is this resource? This document is a collection of ideas, exemplars and resources for supporting the process of transition from KS2 to KS3 during the COVID-19 pandemic. They have been generously shared by a range of primary, junior and secondary schools from across Surrey. How might you use this resource? Each school operates in its own context, with unique challenges and opportunities. This resource is designed to offer an insight into potential ways of working, rather than promote particular approaches. Any transition plans that a school makes MUST be in response to robust risk assessment and should reflect what is appropriate for their context. To clarify, current guidance around transition arrangements is: “Though visits to secondary schools for induction will not take place this year, some secondary schools may have capacity to undertake remote induction briefings or other types of sessions for pupils, for example to meet form tutors, heads of year, or other key staff, or have a tour of the school virtually. You should discuss the options with your secondary schools” - DfE Planning guide for primary schools updated 4 June 2020 Alex Quigley says: “Evidence suggests the children who decline most at the transition between primary and secondary schools are those from disadvantaged backgrounds and/or pupils with SEN. The research evidence, thankfully, offers areas of promise to mitigate the gaps that grow at transition”. These factors include: Establishing social and emotional links with educators at the new setting e.g. pupils meeting secondary school teachers and experiencing the new setting. Curriculum continuity Some studies indicate that poor curriculum continuity may inhibit an effective transition, especially for struggling pupils. Assessment of Gaps There is clear evidence that catch up is possible with well implemented interventions based on sound assessment. Targeting of disadvantaged/vulnerable groups for special transition support e.g. it is common for nurture groups to given additional transition support. Summer school There is evidence to suggest well-structured summer schools, with an academic component, can be beneficial. Parental engagement There is evidence to suggest that attempts to secure parental engagement, particularly for disadvantaged/vulnerable groups, can mitigate gaps that emerge at transition points. Plans for transition in 2020 need to take this evidence and learning into account, whilst observing the restricted ways of working at this time. Creative and imaginative ideas and solutions to a ‘remote transition experience’ are required! Links to research about mitigating the gaps that emerge or extend around transition Primary to secondary school transitions: systematic literature review Facilitating a Successful Transition to Secondary School: (How) Does it Work? A Systematic Literature Review EEF: Reading at transition EEF:Teaching and learning Toolkit – Summer schools https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit/summer- schools/ What might a plan for transition timeline look like? Hinchley Wood School have shared their timeline plan for the summer term (attached) How can schools find out and use key student information? → Share an encrypted spreadsheet between feeder/receiving schools asking for an overview of all prospective students. Might request: Teacher assessed ability in core skills, SEN – specific need, safeguarding concerns, student strengths/ challenges and teacher opinion on how students will cope with transition. A notes column is useful to gain additional information. The spreadsheet/form will collate the information usually gleaned from visits between schools. Using the electronic form provides a consistent format → Based on the overview spreadsheets have targeted remote meetings with appropriate members of staff to discuss certain students where more information is needed and share best ways to support. → Ensure all key staff collaborate on the information from feeder school, including inclusion lead. Use all information gathered to construct tutor groups that are well-balanced. → Run a SENDCO handover with primary SENDCOs. → Consider running site visits for vulnerable students so that they are more familiar with their new school. This is particularly important if the child will attend specialist provision within the school (e.g. Unit to support Autism) → HOY 7 and SENDco could meet with parents of EHCP students in school to allay/address concerns. → If risk assessment allows, aim for key secondary staff to visit Y6 in their primary setting to gain further information and insight (e.g. HOY, SENDCO etc) SixintoSeven is a timesaving Y6 into Y7 transition data portal due to launch in June in response to COVID-19 challenge. Fee applies. This is not yet operational, so does not yet carry recommendations from colleagues, but has been developed in partnership with school leaders. How can secondary schools support Y6 children and their teachers in the summer term? → Where possible, co-ordinate transition activities with other secondary schools who will receive children from each of the feeder schools. → Agree with other secondary schools and feeder schools what the expectations for Y6 children are during this term. For example, if one secondary school is sending in work to a Y6 classroom to complete, but another secondary school is not, this creates a difficulty for the Y6 class teacher. Is it possible to agree how much work you would like Y6 children to do during their time at school? Is it possible to set the same/similar work (e.g. a project ‘all about me’)? Communication and collaboration are imperative. → Co-ordinate arrangements for any transition visits that are sympathetic to the current challenges in primary schools. At the time of writing, guidance says that ‘whole year group’ transition days will not take place. Risk assessment will determine whether smaller group/individual visits are possible. → Co-ordination of any visits to secondary schools should be done in close collaboration with feeder schools, follow risk assessment and be mindful to cause minimal disruption to Y6 children and their schools → Consider opportunities for cross Key Stage collaboration. Could this be an opportunity for KS3 teachers to go and teach in Y6? Not only would this provide CPD for the secondary school teacher but would also provide extra capacity for the primary school at a challenging time. Examples of resources/approaches to support transition that have been recommended by both primary and secondary schools are: Hatchette Schools Be Awesome, Go Big Year 6 Transition Project (currently free) Eikon Smart Moves Year 6 (15 x 30-minute sessions which are online this year) Tomlinscote School run a transition project for their Y6 children and can be viewed here: Thamesmead school provide English, Math and Science, packs for Y6 children which are attached. How can secondary schools create a culture of belonging for incoming Y7 children when visiting their school is limited? → Simply produced film clips that are held on the secondary school website can be viewed as often as Y6 children and their families like. These may usefully include: o Informal virtual tours (by staff or key worker students who are in secondary school) o key staff welcome messages o Q&A with current Y7 students (things I’ve learned, questions I wish I had asked!) → Every Y7 student writes/records a welcome message to a Y6 child → Weekly countdown to starting secondary school video message/communication → Ask each child to nominate three friends that they know coming to the same school and ensure each child is placed in a tutor group with at least one of them Examples may be found on the following school websites: Rosebery School Epsom and Ewell High School How can secondary schools create a culture of belonging for incoming Y7 parents? → Create a series of brief, pre-recorded information clips that parents can access via your website over time rather than feeling they have to retain lots of information from one event. Try to pre-empt what they are concerned about (e.g. sourcing school uniform, and what your stance is if they find this difficult). Where possible have the key people speak so that they begin to put a face to a name. → Plan your parent ‘induction’ evening on a video conferencing platform, having encouraged parents to watch the pre-recorded material. Explain that this won’t be the forum to discuss individual concerns. Be clear about how they can speak to key people (either on the phone or in person, but not by email) in the coming weeks to be as open as possible to build positive relationships (especially with the most vulnerable families). → Identify the families that you want to ‘get close to’ quickly based on the information you have gained. Consider assigning a key, appropriate member of staff to each of these families from the outset so that a relationship is established quickly. → Include any specific