Curriculum and Assessment Review – a response from Pupil Pathways
Like many of you, we have read with great interest the Curriculum and Assessment Review undertaken by Professor Becky Francis and her team. One of the standout paragraphs is
The Review Panel recognises the hard-won successes and educational improvements of recent decades, but it is clear that these have not yet benefited all. We must promote high aspirations and raise standards for the significant group of young people for whom the current system creates barriers. In this way, we can ensure the best life chances for all young people, irrespective of their background.
It is the responsibility of us all to rise to the challenge laid down by Professor Francis, whether it be those in schools and other settings with direct contact with children or those, such as us at Pupil Pathways, who provide the tools to enable the frontline staff to perform at their best.
Of particular interest to us are the sections on transition.
We know that these are times of concern for some, but they can also be moments of opportunity for others. A fresh start at a new school can be a tonic, provided that the new school is fully aware of a child’s history and has planned and prepared a pathway forward.
Professor Francis refers to a smooth transition that support progress. Unfortunately, not all learners enjoy such a move, and those who are from socio-economically disadvantaged backgrounds or with SEND are overrepresented in this group.
Pupil Pathways has recognised this through our SixIntoSeven transition service. We work with local authorities and schools to identify a “vulnerable cohort”; those children who need special care over the transition. These learners might be SEND, have safeguarding issues, or any other challenge which is identified by the primary school using the flag system. Some local authorities ensure this group have their information uploaded first, so that informed collaboration can take place sooner between the primary and secondary school to ensure there are interventions in place to engender a sense of belonging from day one.
Loreto High School in Chorlton Manchester told us
“With the introduction of SixIntoSeven, the school began receiving information as early as March or April. This earlier access, combined with the use of data flags, has enabled much more focused planning, especially for the most vulnerable pupils”
And that
“For SEND pupils, early identification has allowed the school to create an enhanced transition programme. This year, 18 SEND pupils participated in a three-week programme, which included scavenger hunts, school tours, and interactive activities to help familiarise them with staff and the school environment”
Similarly, the Heathlands School in Hounslow noted that SixIntoSeven
“provided a secure, detailed picture of every incoming Year 7 pupil, including attendance trends, safeguarding notes, interests, and triggers. “Since using SixIntoSeven, with the context provided, a lot of those pupils that were down as poor attendance have massively improved.”
Read the full case study here.
To find out how SixIntoSeven can support your transitions visit our contact page.
