Transfer from primary school to secondary school
problems with the curriculum (Maths X2 =19.63, p<.001; English X2=8.04, p<.01;
Science X2=16.43, p<.001) and the children’s needs were having a significant impact on
classroom practice (Maths X2=33.63, p<.001; English X2 =18.19 p <.001; Science
X2=22.74, p<.001).
Teachers felt that there was a greater necessity to differentiate the curriculum for
the SSLD and the SEN cohorts than the TD cohort (Maths X2=15.45, p<.001; English
X2=33.67, p<.001; Science X2=14.89, p<.001). Scores for numeracy, reading, writing
and spelling were all significantly lower for groups where differentiation occurred.
Differentiation typically involved providing ‘easier work’, providing different objectives
or use of different strategies. Little use was made of specialist materials, computers or
special programmes. The teachers reported that the children’s difficulties in class were
around communication (Maths 31%; English 31%; Science 28%), literacy (Maths 31%;
English 36%; Science 19%) and concentration (Maths 35%; English 19%; Science 34%)
but there were very few reported concerns about behaviour, self-esteem or social
difficulties.
Parents and pupil’s views about transfer
Interviews were completed with 47 pupils in the SSLD cohort, 41 in the TD
cohort and 32 in the SEN cohort in Year 7. Many of the children reported enjoying
having different teachers (SSLD 74%; TD 100%; SEN 78%) and changing classrooms
(SSLD 85%; TD 90%; SEN 84%). However, both the SSLD cohort and the SEN cohort
were aware of their difficulties. The SSLD and the SEN cohorts were more likely to
report getting lost (X2=9.71, df=2, p=.008) forgetting things for lessons (X2=5.9, df=2,
P=.05) and not liking having several teachers (X2=6.9, df=2, p=.03) than the TDgroup.
Although increased levels of friendships were high for all children both the SSLD and
SEN cohort reported this less frequently than the TD cohort (X2 =11.99 df=2, p=.02). In
16
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