Current Practices within Neath Port Talbot Partner Groups (continued)

• Examples of the issues addressed during meetings between Year 6 and Year 7 teachers have included:
  • discuss samples of pupils' work, to reach a common understanding of standards
  • look at schemes of work in relation to a specific subject
  • consider ability groups and the outcomes expected, e.g. looking at where opportunities for reinforcement activities might be useful and where pupils should be introduced to new knowledge, concepts and skills
  • develop joint 'bridging' projects
  • track pupils' progress and provide feedback about progress
  • consider different teaching styles and strategies on pupils' learning
  • discuss continuity in teaching styles, e.g. the use of paired work in reading, the maintenance of mental skills in mathematics, experimental and investigative work in science
  • use test materials (NFER/CATS) to explore the expected attainment of pupils at and after transfer and the implications of the outcomes
• One partner group have established a pattern where LSAs follow pupils from the primary to the secondary sector thereby ensuring a good contribution to the pupils' settling in and settling down processes and also in terms of support continuity. It was felt that the sort of pupils who were in receipt of LSA support were often those who were most at risk during the Y6/Y7 transition process in both academic and social terms.
• Joint INSET days were generally viewed in a positive light, and in some groups a declared intention to facilitate annual joint INSET days on a regular and permanent basis has been agreed. It was felt that these days at the very least made a valuable contribution to the quality of relationships and trust between primary and secondary colleagues. However, formal evaluation of these days did not always take place and where evaluation happened the findings were not always shared with all members of staff. We also concede that there is inevitably a sliding scale of interest amongst primary colleagues in INSET activities aimed at facilitating transition.
• A minority of primary schools stated that they have very little to gain from transition arrangements. This echoes the 'Changing Schools' report (Ofsted, 2002) where a majority of the primary schools reviewed gave the arrangements a low priority.
• At least one secondary school used a closure day effectively to include all Year 6 pupils in non-core subject activities with an emphasis on the expressive arts that allowed them to produce a play for their parents by the end of that day. This was seen as a good 'bonding' exercise. The same school runs a series of NOF after school clubs for Year 6 pupils in areas such as science, ICT, PE and martial arts. Again it was felt that these were activities that were ultimately impacting positively on standards. They resulted in higher expectations being set through earlier and greater pupil / teacher involvement, though it also led to more familiarity and not all teachers viewed this as a good aspect. This secondary school places an emphasis on developing a 'course work' approach to learning in Year 7 that allows pupils to 'graduate' based on the quality and quantity of the work produced. It was felt that it honed pupils learning skills from the outset and prepared them well for the independent learning skills needed to succeed at GCSE. This approach could be transferred to Year 6 through an emphasis on project work that developed pupils' learning skills.
• A significant number of schools were talking about the need to take primary / secondary liaison down into Year 5 and many were already doing this to greater or lesser degrees.
• One secondary school ensures that all NQTs are sent out to the primaries for a set period during their first year as a part of their professional development and induction process.
• Those partner groups that have established a programme of peer observation feel that the benefits gained were immense and make a significant contribution to curriculum continuity as well as making colleagues reflect on their own classroom practices. This mechanism was seen by many heads as a vehicle for sharing good practice.
• A number of secondary heads felt that continuity in the non-core subjects was barren ground. A few did mention that there was a 'general awareness' of SoW used in Years 6 and 7 by respective teachers but that this was not really developed. One headteacher mentioned an agreed programme to look at curriculum continuity in the non-core over a period of time allowing subject leaders and HoD an opportunity to hold face to face meetings. While it was conceded that this mechanism was flawed in the sense that the dissemination processes were not always effective, it was felt that it was better than doing nothing. It was felt that there was a need not only to look at content but also to talk about and understand each other's thoughts and approaches to level descriptors (especially levels 4,5,6) as these were existing threads of continuity between primary and secondary schools.
• One partner group has secured funding over two years from CILT Cymru to action an MFL at KS2 project. While it may result in potential differentiation problems at KS3 the benefits are significant. It is hoped that it will intensify pupils' language learning skills on entry into the secondary school and may result in pupils being fast tracked to GCSE qualification in Year 9 (or Yr 10).
• A growing number of partner groups are involved in cluster based Comenius partnership projects with other European schools that are self-funded. These contribute well to develop co-operation and good relationships between schools and often increase an understanding of curriculum provision amongst teachers from the respective sectors.
• It was felt by one headteacher that primary school prospectuses should contain a statement on catchment areas and the traditional avenue of transfer into secondary education. It was also felt that prospectuses should contain detail on transition arrangements and that parents see the primary/secondary relationship as an education package for their children.
• One secondary school puts in a lot of support for pupils identified as performing below their expected level through intervention by a DFL (Direction for Learning) tutor that meets with the pupils on a regular basis to talk about attitudes and strategies. The support kicks in at Y7 based on the 'intelligence' gathered from feeder primary schools. This approach is developed throughout the secondary phase so that borderline C/D pupils at Yrs. 10/11 are tutored by members of the SMT.
• One headteacher felt that there was a need for the partner group to share approaches on discipline strategies. Also a common approach to develop pupils' emotional literacy would be beneficial. There is also room for primary and secondary colleagues to talk about approaches to homework, as this is also seen as an important part of KS2/3 continuity.
• In at least two partner groups there is secondary school presence on some, or all, primary schools' Governing Bodies. At least one secondary school has ensured that senior members of staff sit on the Governing Body of all core feeder primaries.
• EDS has initiated a programme of whole-authority, cross-phase subject reviews that take place during the summer term of each academic year. These reviews are aimed at evaluating the quality of curriculum continuity between KS2 and KS3.
• EDS has also facilitated a number of cross-phase conferences and training sessions that do much to promote a greater understanding of respective practices. There is need to provide greater opportunities for cross-phase training (especially for teachers of Y5-Y8 pupils) in targeted cross-curricular aspects such as the key skills, assessment, SEN, assertive discipline, teaching and learning styles, thinking skills etc.
• A small number of primary and secondary schools are using Cognitive Acceleration through Science Education (CASE) programmes across key stages 2 and 3. As identified in a recent Estyn publication (see bibliography) 'this joint work is improving skills of scientific enquiry by encouraging pupils to tackle open-ended tasks and to explore alternatives'. Though we have initiated a 'Thinking Skills' strategy within the authority we believe that there is room to further develop this strategy with the aim of improving pupils' thinking and learning skills as they progress from key stage 2 into key stage 3 and beyond.

In a case study of an English school results show that CASE adds a grade to science performance and adds half a grade to English and mathematics scores at KS3.

• Most secondary headteachers see the development of effective and efficient transition procedures and practices as being a key contributory factor to school improvement.
• All secondary headteachers agreed that there was room for improvement and development in the current transition arrangements within their respective partner groups.

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