Transfer from primary school to secondary school

Transfer from primary school to secondary school

Abstract

Movement from KS2 to KS3 creates a number of challenges for pupils. For children
with additional learning needs the change of academic pace, social contacts and,
typically, school may pose additional problems. This change may be particularly
problematic for children with specific speech and language difficulties (SSLD). This
study examines the ways in which parents, pupils and teachers appraise this transition
prior to secondary transfer (Year 6) and during the first year of secondary school (Yr7)
for a cohort of children with a history of specific language impairment. The use of
comparison groups provides the opportunity to discriminate between factors related to a)
change of school b) special educational needs generally and c) language difficulties
specifically.

Children with SSLD were initially identified in Year 3 (N=69), with the majority of
pupils in mainstream settings. In Year 6 (mean age 10; 3) children were assessed on a
range of language literacy and cognitive measures and the views of their parents’ and
teachers’ about needs, curriculum differentiation and support established. Teachers were
also asked to consider the difficulties that the children might experience on entry to
secondary school. During Year 7 data were collected from form tutors, SENCOs and
secondary subject specialists. Perceptions of need are compared with level of need as
evidenced by standardised assessments. A critical analysis of the ways in which these
children’s needs are addressed in the secondary school system is provided and the paper
outlines current strengths and gaps in provision.

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