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Developing a Comprehensive Primary to Secondary School Transition Offer
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Authors
Editors
Date
2025
Educational Level
ISCED Level 1 Primary Education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Context: The study investigates the transition process from primary to secondary school, emphasising the experiences of students with Special Educational Needs and Disability (SEND). It recognises that effective transitions involve early planning, ongoing low-stakes interactions with the secondary environment, and strong cooperation among educational staff. For students with SEND, these processes need to be customised and enhanced to ensure successful integration into secondary education.
Aims: The research aims to enhance the transition experience for pupils with SEND through two cycles of action research. It seeks to refine inclusive practices by examining how collaboration and structured planning can improve outcomes during this critical educational phase.
Methods: A cyclical action research methodology was employed, comprising two main research cycles. Each cycle included stages of planning, implementation, and review, allowing for modifications based on initial findings. Ethical consent was obtained from all participants to ensure that their identities remained confidential in published data. The cycles were guided by relevant literature that informed the research questions and provided practical applications.
Findings: The study found that effective transition relies on sustained engagement, personalised planning, and strong inter-school collaboration. Pupils valued practical information and opportunities to build familiarity with their new environment. Staff identified the need for a designated Transition Co-ordinator and consistent systems to support continuity.
Implications: The findings offer a framework for other settings, emphasising the value of gradual, inclusive transition processes. Educators may benefit from adopting strategies such as pupil passports, joint projects, and SEND-specific visits. The research underscores the importance of pupil voice, emotional readiness, and shared responsibility in supporting successful transitions.
Description
Keywords (free text)
inclusion, special educational needs and disabilities (SEND), transition, early planning, information sharing, ongoing low-stakes interactions