Develop an evidence-based framework of five policy recommendations, with implementation proposals, to inform a statutory primary-secondary transitions strategy in England¶

Strategy · All strategies
Evidence · 6 claims (6 for) · 1 study (1 review), q2 · 0 of 1 report an effect size · 6 claims rest on one study

Description¶

The article's central output is a set of policy recommendations generated by integrating the systematic review and stakeholder consultation. As the abstract states, "Meta-inferences were then drawn to develop an evidence-based framework outlining five policy recommendations, with implementation proposals of how each might be enacted in practice." The authors argue a strategy underpinned by legislation and evidence-informed recommendations would make transitions a statutory responsibility, formalise accountability, and ensure provision is well-resourced and embedded in school routines rather than reliant on individual staff or informal arrangements.

Design Implications¶

Context¶

Requirements¶

• Time and resourcing as part of a planned, supported process to ensure sustained commitment and systemic-level change

Constraints¶

• England requires a strategy designed for its distinctive policy context and systemic conditions rather than a direct adoption of any existing model from the devolved nations

Target Learners¶

• policymakers, Local Authorities and schools in England responsible for primary-secondary transitions

Target Learning Goals¶

• improving attainment, attendance, social adjustment and mental health outcomes across school transitions

Claims¶

• Bridging projects that provide exposure to secondary school teachers and environments during Year 6, with continuity into Year 7, appeared effective in easing transitions [+W]
• Children's self-regulation and intrapersonal skills such as emotional control, adaptability and optimism are linked to more successful transitions, and negative pre-transfer expectations tend to be self-fulfilling [+W]
• A UK-focused systematic review identifies six key priority areas for primary-secondary school transitions: familiarity, relationships, intrapersonal skills, pastoral support, collaboration, and families [+W]
• There is a need for a standardised, validated wellbeing instrument suitable for longitudinal use to evaluate primary-secondary transitions interventions [+W]
• Transition Leaders play a central role in coordinating collaboration between schools and stakeholders, but their effectiveness depends on sufficient flexibility and resources [+W]
• Transitioning to secondary school alongside primary school peers helped children settle, while transitioning without peers could lead to difficult transitions [+W]

Related Strategies¶

Examples¶

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Key Sources¶

• Lb