Transfer from primary school to secondary school

Transfer from primary school to secondary school

Comparison between the cohorts

Measures were available for all participants for reading, numeracy and standard
attainment tasks (SATs). As Table 3 shows the typical cohort performed within the
average range on measures of reading and numeracy whereas both the SSLD cohort and
the SEN cohort performed at a lower level. Differences between SSLD and typical
cohorts were large and statistically significant for measures of reading (t =-9.57, df =
107, p < .0005, d =-1.92) and numeracy (t =-7.94, df = 07, p < .0005, d = -1.93 ) but
there were no significant differences between the SSLD and SEN cohorts (reading t =
0.14, df = 96, ns; numeracy t = -0.22, df = 97, ns).

INSERT TABLE 3 ABOUT HERE

These difficulties in language, literacy and numeracy were reflected in the
children’s achievements in their KS2 SATs as shown in Table 4 with each cohort’s
modal score highlighted. The TDgroup performed as per national norms with the
majority achieving level 4 or above. Children with SSLD performed particularly poorly
in English with the majority of pupils performing below expected levels. In addition to
performing below national targets on English and Maths a significant number of both the
SSLD and SEN cohort were not entered for the assessments.

INSERT TABLE 4 ABOUT HERE

Teachers’, parents’ and pupils’ views of transfer in year 6

Parents from all three cohorts reported that a secondary school had been
identified for their child and levels of satisfaction with the choice were high (SSLD 82%;

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