Ofsted claims that school leaders prioritise the pastoral over the academic needs of pupils during their transition from primary school. Inspectors also say that many schools do not build sufficiently on pupils’ prior learning when they transfer to secondary school because communication between primary and secondary schools is insufficient and the exchange of pupil information and data is ineffective.
Ofsted has made recommendations to improve this situation which, while sensible and worthwhile, are also vague and intangible. These two articles, therefore, are an attempt to offer practical advice on how to improve the transition process between key stages 2 and 3 and how to build a more effective, long-term cross-phase partnership between the primary and secondary phases of education.
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