This DCSF research brief asked parents, local authorities, schools and children on the primary-secondary transition.
Key findings:
- A range of practices were employed by schools which helped to support children's transitions including: the use of ‘bridging materials’; the sharing of information; visits to schools; distribution of booklets; talks at the schools; taster days and other joint social events.
- Most children (84%) said they felt prepared on entry to secondary school. Many believed that their family and/or teachers helped them to prepare by addressing worries, reassuring and encouraging them, explaining what to expect and how secondary school works, and by giving advice and tips on how to cope at their new school. However 16% did not feel prepared when they changed schools, but only 3% of children were worried or nervous a term after starting their secondary school.
- The data analysis revealed five aspects of a successful transition. A successful transition for children involved:
~ developing new friendships and improving their self esteem and confidence
~ having settled so well in school life that they caused no concerns to their parents
~ showing an increasing interest in school and school work
~ getting used to their new routines and school organisation with great ease
~ experiencing curriculum continuity.
- Children who felt they had a lot of help from their secondary school to settle in were more likely to have a successful transition. This included help with getting to know their way around the school, relaxing rules in the early weeks, procedures to help pupils adapt, visits to schools, induction and taster days, and booklets.
- If children had experienced bullying at secondary school, had encountered problems with dealing with different teachers and subjects or making new friends, then they also tended to experience a negative transition.
- Low SES (socio-economic status) has been found to have an association with less positive transitions for children.
Posts
No comments:
Post a Comment