THE ROLE OF SCHOOLS AND THE LA IN DEVELOPING EFFECTIVE TRANSITION. 3.1 KEY STAGE 2 TO KEY STAGE 3 LA SCHOOL/GOVERNING BODY Cultivate close working relationships between primary and secondary sectors by promoting and supporting effective transfer practices. Ensure that the Transition Plans for the area is suitable and meets statutory requirements. Arrange for pupil data to be transferred between primary and secondary sectors. Maintain and review transition plans in relation to core aspects: Management and cohesion; Joint curriculum planning; Teaching and learning; Assessing, monitoring and tracking pupil standards and welfare; Weighing up the effect on standards; Pastoral links; Information on pupil achievement, attainment, attendance and behaviour; The learning needs of individual pupils. Develop consistent approaches to learning, teaching and assessment across Key Stage 2 (KS2) and Key Stage 3 (KS3). Help pupils to make better progress by sharing expertise and ensuring continuity of work plans from KS2 to KS3. Secondary sectors to receive KS2 teacher assessment and Standard Tests ensuring robust moderation arrangements to validate teacher assessments. Ensure pupil cohesion and progress. Provide full information about any pupil’s participation in basic skills intervention groups in primary school so that the secondary school can review appropriately to ensure continued support.
THE ROLE OF SCHOOLS AND THE LA IN DEVELOPING EFFECTIVE TRANSITION. LA SCHOOL/GOVERNING BODY • Cultivate close working relationships between infant, primary and secondary schools by promoting and supporting area-based approaches. • Ensure there are appropriate arrangements and processes to support effective transition from school to FEI sectors and post 16 providers. • Facilitate, support and maintain transition plans between primary and secondary catchment areas. • Arrange for pupil data to be transferred between primary and secondary schools. • Facilitate, support and maintain Cluster plans • Ensure there are effective transition plans in place for pupils with ALN. • Maintain and review transition plans in relation to core aspects: ⮚ Management and cohesion; ⮚ Additional Learning Needs; ⮚ Joint curriculum planning; ⮚ Teaching and learning; ⮚ Assessing, monitoring and reporting on pupil progress; ⮚ Pastoral links; ⮚ Information on pupil achievement, attainment, attendance and behaviour; ⮚ The learning needs of individual pupils. • Develop a shared understanding of progress, which includes consistent approaches to learning, teaching and assessment across KS2 and KS3. • Help pupils to make better progress by sharing expertise and ensuring continuity of work plans from KS2 to KS3. • Secondary Schools to receive National Test Data • Ensure pupil cohesion and progress. • Provide full information about any pupil’s participation in intervention groups in primary school so that the secondary school can review appropriately to ensure continued support. • Provide relevant and updated information to FEIs and post 16 providers as appropriate in order to facilitate successful transition. NPT Contacts Xxxx Xxxxx 01639 763972 Education Support Officer x.xxxxx@xxx.xxx.xx
