Individual pupil transition
The transition from primary to secondary school is a big issue for schools and pupils. When a pupil moves on his or her own, sometimes mid-year, the difficulties of moving can be even greater. This article gives practical suggestions to schools for easing new pupils into already-established classrooms.
Because populations are increasingly mobile, children are now less likely to be born and grow up in the same neighbourhood, and therefore move up through school with the same peer group. Family groups are more disparate and economic migration has increased. As a result far more children will find themselves the new kid in school, as families move and children are uprooted from an old to a new life.
Moving is rated as one of the most stressful life experiences. Such changes can make children feel particularly vulnerable and moving school especially so. School plays such a large part in a child's life, providing them with a peer group, structure, learning and interaction with adults beyond their family circle.
From a child's point of view
In terms of child psychology every move has its sunny aspect; the
excitement of the new, with fresh possibilities and the potential for new
friendships, but also a shadow aspect, which will include some losses.
A child is likely to grieve over their lost school and friendships, especially if they have left behind a best friend. They may struggle with fear of the unknown and general insecurity as the environment in which they came to feel secure has been stripped away.
There may be difficult circumstances that have lead to the child's move; the break up of a family or flight from a dangerous situation that has resulted in their family moving to a new country. These factors can make it hard for children to adapt to the culture of a new school. There are many ways to ease the transition, so that a child can settle happily in their new school and be working well within a few weeks.
One school's experience
Sudbourne Primary is a Beacon school in the heart of London. Deputy
Head, Dawn Halsall, believes that time and attention initially given to new
pupils is never wasted. 'Often it's in the first few weeks that an
issue will come up with a new student,' Halsall says. 'We will put a
lot of effort into this first issue, put a lot of time and attention into the
child and we find this usually pays off and don't usually have any problems
after that.'
There can also be purely practical considerations, such as adjusting to a new timetable, remembering when to bring in a PE kit and making sure they have the right books. The standard of work required may be different. 'Being a Beacon school we often find that Sudbourne tends to demand higher standards of presentation and handwriting. Also the pace and quality of the work is often different and this can mean an adjustment for a child.'
Halsall finds that another major issue for the children is establishment of friendship groups. 'We do buddy pairing; matching them with a pupil. That pupil inducts them into the school, doing things with them and showing them around. It usually works for both, the new child feels included and the 'buddy' responds well to the responsibility.'
Starting the child at the beginning of term or half-term also helps with integration, as does awarding them a merit badge. 'We always give a merit badge in the first couple of weeks,' says Halsall. 'It's a good way of introducing them to the school because their name is called out and they go up to collect the badge and certificate in assembly. This means that the other children get to know who they are. Also, if I know we have a new child coming on Monday, I'll have a circle time on Friday and say that a new child is coming. Then I'll try to have circle time on the following Friday, including the new child, so that they can express their own experience.'
Dialogue with parents
Problems can arise if there isn't adequate dialogue with parents
before a child starts. 'Dialogue with parents is very important,'
stresses Halsall. 'It helps if parents are honest about the needs of their
child. If they are, we can cope with most things.
Supporting a leaving child
There is also much that a school can do to ease the transition for a
leaving pupil leaving school. 'We have some children move on to secondary
school out of London before the end of Year 6,' says Halsall. 'Again,
we give them a lot of care and attention. We encourage them to come back for
the leavers' assembly at the end of Year 6, or to come back for the school
journey. Because we have to hold on to their work initially we also suggest
they come and get it in person when we are able to release it. Also purely
practical considerations like sending files on immediately to the new school
will help them to settle.'
Armed forces
A lot can be learned from the experience of armed forces families, a
highly mobile group. Armed forces' children will typically have moved
schools several times unless their parents have chosen to board their
children.
Stephanie Paden, an Army Federation Education and Childcare Specialist, reiterates the need for as much information as possible being made available to the new school. 'It helps to know as much about the child as possible, special needs or achievements, what stage they are at in their learning. This will enable them to settle and work at the right level.' She also agrees that a mentoring process can help enormously — pairing the new child with another child, perhaps one with similar interests — during the first week or so of school.
Paden believes that teachers need to be sensitive to the fact that although new children may need a little extra input they often do not want to be singled out as different and that being the focus of attention may make them nervous.
The Children's Education Advisory Service (CEAS) offer packs to service families who are moving. These include a children's activity book, which invites children to keep a personal record, paste in photos of friends they are leaving behind, and include examples of their work for teachers at their new school to see. The emphasis is on continuity for children at a time when so much is changing for them. The pack also includes advice for parents on what information to give to the new school.
Secondary level
The emphasis is slightly different for secondary pupils. Peer groups
are especially important as teenagers often identify more closely with their
friends than family at this stage in their lives.
According to Joy Andrews, assistant principle at Dunraven School in South London, many problems faced by new secondary students are similar to those encountered at primary level. They too will be moving into a school where friendships groups are already established. The teachers are new as is the syllabus and this settling in period may give rise to students being behind in some subjects. They are also more likely to lack confidence and be victims of bullying.
Andrews says that a good interview before the pupil starts can help, as does a meeting between parents and the tutor, which she advises should take place as soon as possible. She also suggests the new starter should write a short introduction about themselves, and include points on their favourite interests, in order to find a suitable person to buddy them. This buddy system will hopefully provide a social introduction to the school.
With after-school activities, Andrews suggests providing the new student with a list of what is on offer and finding out what activities other students in the tutor groups are attending. Then a suitable person can be found to twin them for the activity. In terms of work even simple preparations, Andrews says, such as having textbooks, writing books and seating plan ready, can go a long way to smoothing a new pupil's integration into the class.
Further information
- Useful guidelines as part of Key Stages 1 and 2 citizenship, entitled 'moving on' for exploring transition with pupils. Includes; buddying, welcoming new students, exploring the idea of change and coping with change. Guidelines can be downloaded and are useful in relation to the topics discussed in this article.
Also see the following articles on transition:
Both articles relate to whole-class transition, but some
aspects are relevant for single pupil transition.
This article was commissioned by TeacherNet's
editorial team, independently of DCSF policy team.
Last updated: 31 July 2007
