Improving the Key Stage 2 to 3 Transition

1. Improving the Key Stage 2 to 3 Transition • Context • Limited primary and secondary Head Teacher meetings • Limited transition opportunities • Pastoral and SEN visit in July • One curriculum model • Disadvantaged gap • Each subject based lined with no reference to levels • Key Stage 3 tracking was not reliable

2. Actions Consequences Joint primary/secondary Head Teacher meetings Openly discussed key priorities Agreed actions (no gimmicks!) Stockton LA – Transition Guarantee No valuable learning data – only levels and pastoral/SEN information Lack of detailed KS2 knowledge Curriculum model did not enable personalised offer for MA, English and maths. Disadvantaged gap was evident throughout the school Data was not robust Year 7 and 8 did not make rapid progress

3. English Maths

4. Engagement

5. Stockton Transition Guarantee Every secondary school attends at least one moderation of Key Stage 2 primary work in the Spring Term or Summer Term. Cross-phase work is part of the annual programme for the Secondary Collaborative Network and every secondary school attends the Collaborative Network (for both English and Maths). A consistent approach to scoring attainment is agreed and used by all schools. Schools use Stockton’s Sprint Tracker to record pupil attainment and coverage of the curriculum in maths, reading, writing and science, and this information is passed to schools at the point of transition. Schools follow the ‘Moving Forward’ transition package of protocols and proformas. Primary schools are informed of the key stage 4 outcomes for pupils previously taught in their schools. There is an agreed borough-wide transition week for all pupils and schools.

6. Key Stage 3: accelerating progress Key Stage 3: the wasted years? • Revised SoL • Transition Portfolio • Primary visits (Oct/Nov) to review Year 7 work with the students • CATs and current levels • Revised skills, knowledge and application assessment in Year 7. “slow progress made in English and mathematics and the lack of challenge for the most able pupils” • Level 6 / high ability teaching by secondary teachers leading to seamless transition to Year 7 • Key staff in key groups • Revised SoL “the quality of teaching and the rate of pupils’ progress and achievement were not good enough”

7. Key Stage 3: accelerating progress Key Stage 3: the wasted years? • Joint lesson observations and moderation of work • Teaching Year 6 pupils • Revise SoL “the pupil premium .. not effectively used in Key Stage 3.. To ensure that gaps …. Continued to close on transition to secondary” “Many secondary schools did not work effectively with partner primary schools to understand pupils’ prior learning and ensure they build on it”

8. Leadership and Management Staffing Structure Meeting Structure AAHT - Transition Learning Key Stage 2 to 3 Enrichment Leadership of activities KS2 to 3 portfolio Subject Leaders Maths English Key Stage 3 – Lead Teachers Science History PE

9. Future Priorities Assessment without levels Key Stage 2 learning Humanities curriculum and assessment across KS2-3 Key Stage 3 – revised schemes of learning Reporting to parents Stretch and challenge