As children move from primary to secondary school in England, there can be a concerning dip in mathematical attainment and attitudes towards maths. Supporting pupils to make an effective transition through curriculum continuity and healthy peer networks is key.
Kieran McGrane, Chief Executive Officer, Pele Trust, located in Newcastle Upon Tyne.
What does the evidence suggest?
We know schools think carefully about supporting pupils to make an effective transition. Although there is little evidence concerning the effectiveness of interventions that specifically address these dips, there are many useful points around the factors most likely to contribute to a successful transition. Research indicates that initiatives focused on developing shared understandings of curriculum, as well as teaching and learning are important. These considerations have been key to informing Pele Trust’s transition strategy.
Anna Bunce, who is a former primary school teacher and leader, has taken on the role of Maths Transition Lead at Ponteland High School, part of Pele Trust. She explains some of the approaches the schools in Pele Trust have been working on.
Developing a shared understanding
Building the pupil picture
Structured intervention support strategies
Early signs of success
In a recent pupil voice discussion Year 7s spoke positively about their experiences.
Some children are vulnerable to poor academic progression and disengagement during transition. By carefully considering the curriculum; clear communication between schools, parents and pupils; and thoughtfully structured targeted support strategies schools can work to defy this difficult dip.
Further reading
Recommendation 8 of EEF’s Improving mathematics at Key Stages 2 and 3 guidance report.
EEF’s School Transitions Tool