SEND and the Year 7 Transition: Continuity from Day One
Evidence-based approaches for a successful Year 7 transition
The move from primary to secondary school, known in education as the Year 7 transition, is a pivotal moment in a child’s academic journey. For pupils with Special Educational Needs and Disabilities (SEND), this change can be a profound challenge involving academic, social, and emotional adjustments. When strategies are thoughtfully transferred from primary to secondary settings, these pupils can arrive in Year 7 feeling confident, supported, and ready to thrive.
In this blog, we explore what recent research says works, share practical insights from Pupil Pathways (particularly its SixIntoSeven transition platform and case studies), and offer realistic guidance for educators on how to implement strategies that have genuine impact. Throughout, we link directly to published research and case studies, so you can explore examples in context.
Why the Year 7 transition matters — especially for SEND pupils
Entering secondary school involves substantial changes: new routines, larger environments, different social groups, and heightened academic expectations. Research shows that many pupils experience a “transition dip”, a decline in engagement, confidence and wellbeing, as they move into Year 7. A study following pupils in England aged 10–11 found that schools that focus on continuity of learning, carefully manage expectations, and support wellbeing through the transition report smoother adjustment for pupils overall, including those with SEND.
A distinct transition phase for year 7 pupils is needed | UCL Institute of Education
The School Transition and Adjustment Research Study (STARS), carried out in England and Wales, tracked around 2,000 pupils through their Year 6 to Year 7 move. Findings highlighted the value of systemic strategies implemented in primary settings (e.g., building links with secondary schools, bridging projects) in reducing school anxiety and supporting social adjustment.
Given these challenges, strategies that work must be intentional, evidence-driven, and responsive to individual needs, especially for SEND pupils who may face extra hurdles in social communication, organisation, or sensory processing.
What the research says about effective transition strategies
Below are six research-backed strategies that make the greatest difference in preparing SEND pupils for secondary school with confidence and belonging.
1) Start collaboration early
Longitudinal research consistently shows that early and structured collaboration between primary and secondary schools supports continuity of learning and reduces anxiety linked to change. This includes shared planning, joint activities, and agreements on data and information that will travel with pupils.
STARS and other UK studies suggest that systemic transition strategies introduced in primary settings, such as work that bridges Year 6 and Year 7 classrooms, joint school activities and shared expectations, correlate with better adaptation in secondary settings.
2) Share high-quality pupil information before summer
Research emphasises that gaps in information, especially about pupils’ needs, strengths, and effective supports, lead to mis-alignment at the start of Year 7. SEND pupils are particularly vulnerable when educators lack key contextual data.
Pupil Pathways’ SixIntoSeven platform provides a secure, structured way to share detailed pupil profiles between schools, ensuring that secondary SENCOs and teachers know what works and what doesn’t, before pupils set foot in their new classrooms.
Early insight means teachers can plan personalised support strategies, anticipate necessary accommodations, and focus pastoral conversations from day one rather than catching up later.
3) Tailor emotional wellbeing and resilience activities
Research into school transition projects, including work conducted in UK “opportunity areas”, highlights the effectiveness of targeted wellbeing interventions (such as peer mentoring, summer programmes, resilience workshops and structured induction) in promoting confidence and reducing anxiety among pupils.
https://pmc.ncbi.nlm.nih.gov/articles/PMC10285136/
Developing resilience and a sense of belonging helps pupils navigate uncertainty, makes them feel seen, and reduces the emotional burdens of change.
4) Focus on peer support and belonging
The step into a larger, more impersonal secondary environment can erode pupils’ sense of belonging, a key protective factor for engagement and confidence. Research shows that interventions fostering social support networks, buddying systems or collaborative peer activities enhance inclusive social adjustment.
SEND pupils often benefit especially from structured opportunities to build friendships and feel connected to their peers.
5) Plan individualised transition strategies
Peer-reviewed evidence highlights that generic induction days are rarely sufficient for students with SEND. Instead, personalised transition plans that account for sensory needs, communication preferences, and organisational strategies are far more effective at building confidence. While many published studies discuss broad transition issues, qualitative reviews emphasise the need for tailored support work as part of a comprehensive transition strategy.
Platforms like SixIntoSeven support this by enabling schools to share detailed pupil data — not only basic attainment but also social, emotional and access needs, so that Year 7 teachers arrive equipped with a strong starting point.
6) Monitor progress and adapt strategies across Year 7
Effective transition planning doesn’t end on September 1st. Research highlights the importance of ongoing evaluation of engagement, academic progress, and wellbeing through at least the autumn term. This enables early detection of pupils who may struggle and allows additional support to be introduced before confidence erodes.
Data-driven approaches empower schools to keep refining their strategies year after year.
These studies collectively demonstrate the value of social-emotional support, early collaboration, personalised information sharing, and ongoing monitoring in successful transitions.
Real world impact: Case studies from Pupil Pathways
Pupil Pathways provides practical evidence that structured transition strategies can make a measurable difference in pupils’ Year 7 experiences.
Pikes Lane Primary School
At this primary school, sharing SEND information and pupil profiles through SixIntoSeven streamlined what had previously been a paper-heavy process involving numerous meetings and manual follow-ups. By capturing and transmitting consistent data, the Year 7 teams could plan support well in advance, reducing workload and enhancing support for vulnerable pupils.
Bolton Council transition transformation
In Bolton, a working party introduced SixIntoSeven across 97 primaries and 20 secondaries. By standardising transition questions and data, schools could ensure vulnerable pupils’ needs were documented and considered early, with thousands of children’s transition profiles shared each year. SEND staff reported that this enhanced continuity and enabled richer preparatory work for Year 7 teachers.
Lewisham Council journey
Lewisham’s move from manual and inconsistent information sharing to SixIntoSeven improved collaboration, reduced errors, and freed up educators to focus on meaningful transition work rather than administration. The digital approach strengthened cross-school dialogue and supported inclusive transition outcomes.
Hounslow Education Partnership (HEP)
HEP used SixIntoSeven to transition detailed SEND and vulnerability data in a GDPR-compliant, efficient way. Importantly, the partnership moved the SEND data deadline earlier (March rather than June) so that secondary schools had more time to review needs and plan ahead, demonstrating how process insights can reshape Year 7 transition planning.
Across these examples, the common theme is clear: early, reliable, structured information sharing, and collaboration help build confidence and prevent SEND pupils from falling through the cracks during the critical Year 7 transition.
Practical guidance for schools
To transfer strategies that work, schools can adopt the following action steps:
- Formalise pre-transition collaboration meetings — include primary teachers, SENCOs, pastoral leads and Year 7 staff.
- Agree data standards for pupil profiles — ensure SEND needs, accommodations, and effective approaches are clearly documented.
- Use platforms like SixIntoSeven to share, track, and monitor information securely and consistently.
- Embed social-emotional learning support in both KS2 and early Year 7.
- Plan personalised transition actions for identified SEND pupils (extra visits, buddy systems, pre-meetings).
- Monitor progress beyond induction week — check confidence, attendance and engagement through term 1 and adapt supports.
