SEMH Year 6 to 7 Transition Project Impact Report

Introduction

It is recognised that within the city of Southampton, a number of pupils, particularly those with social, emotional and mental health needs (SEMH), struggle to transition successfully into a secondary setting at Year 7. This can lead to the increased use of reduced timetables and alternative pathway provision which can in turn result in segregation and exclusion. The following paper outlines how Southampton Inclusion Partnership (SIP) collaborated with primary and secondary schools to explore the reasons why some pupils do not transition successfully and identify approaches for improving transition so that pupils make a positive start to secondary school and prepare well for adulthood.

Contextual information

Discussions between the LA and primary and secondary settings identified a need to explore further approaches to supporting the transition of pupils with SEMH needs in order to reduce the risk of schools resorting to part-time timetables and exclusions in Year 7.

The Behaviour Task and Finish Group, chaired by Alison Philpott, was set up to address challenging behaviour across the city and explore strategies to support schools.

In recent years Southampton Inclusion Partnership have received an increase in requests for support to the Outreach Service from secondary settings, particularly for pupils presenting with SEMH needs in Year 7.

This project was funded through the DfE Delivering Better Value Grant, led by Southampton Inclusion Partnership and in collaboration with The Polygon School. a specialist secondary school in Southampton, England, catering to boys aged 11-16 who have social, emotional, and/or behavioural difficulties. The project focussed on increased partnership working between primary and secondary schools. Participating schools were as follows:

Project aims

The overall aim of the project is to improve transition and the quality of information sharing for identified pupils, reducing the risk of exclusion and poor attendance, resulting in a successful secondary education and preparation for adulthood.

Methodology

The following methodology and programme schedule was designed to facilitate a comprehensive transition for identified pupils with SEMH moving from primary to secondary school, focusing on identifying and addressing potential barriers whilst providing consistent support throughout the process. Support was provided by Southampton Inclusion Partnership (SIP) and The Polygon School. Primary schools involved in this project were asked to identify two pupils whose SEMH needs could potentially affect a successful transition to secondary school. Schools were then supported by a sequence of group meetings, visits to individual schools and online follow up meetings. The project targeted twelve pupils, working in partnership with six primary schools and five secondary schools.

Summer Term 2024

Face to Face Meeting 1

Purpose: To provide an overview and timescales for the project, share how visits will be structured, revisit transition documents and explore transition challenges for pupils with SEMH to inform project direction.

Who: Primary and secondary school representatives

Initial Visits to Primary Schools

Purpose: To conduct an initial assessment to better understand the pupil and their transition needs.

Who: Chloe Foster (Specialist Teacher, Polygon School) and individual primary school representatives.

Follow-up Online Meetings for Primary Schools

Purpose: To review previous recommendations from specialist teacher and identify
next steps.

Who: Outreach Advisory Teacher for SEMH (Clare Bradshaw) and individual primary school representatives.

Face-to-Face Meeting 2

Purpose: To facilitate communication between primary and secondary schools, including sharing of transition documents, identifying barriers to transition and developing co-produced solutions.

Who: Primary and secondary school representatives, SIP and The Polygon School

Autumn Term 2024

Face to Face Meeting 3

Purpose: To discuss the initial successes and concerns regarding pupils' transitions and provide an additional opportunity for problem-solving.

Who: Primary and secondary school representatives, SIP and The Polygon School.

Follow-up Visits to Secondary Schools (face to face and online)

Purpose: To provide ongoing support and planning provision to secondary schools for pupils identified during the summer term. Extra support was also provided for additional pupils who had not been initially identified by the primary schools, but were later recognised by the secondary schools as needing further strategic planning for their SEMH needs.

Who: Specialist Teacher and SIP Outreach Teacher, secondary school representatives

Spring Term 2024

Continued follow-up Visits (face to face and online)

Purpose: To provide continued support to secondary schools to support problem solving for pupils identified on the project and assess the impact of support for each pupil.

Who: Specialist Teacher and SIP Outreach Teacher, secondary school representatives

Findings

Findings evidenced a number of strategies employed by primary and secondary schools that contributed to pupils’ successful transition. Strategies fell into common themes relating to communication, partnerships, identification of need, proactive planning and a focus on pupils’ independence. Examples of good practice were as follows:

Communication and information sharing

• Professional discussions and reflections about pupils were facilitated, using Southampton’s transition guidance.
• Primary and secondary schools took collaborative responsibility to ensure a smooth transition and address potential challenges proactively.
• Professional discussions were facilitated, focusing on the strengths and needs of pupils.
• Pupils were discussed through an inclusive lens, taking the opportunity to fully notice and understand the learner and share helpful ‘golden nuggets’ of information about their needs and the strategies that helped them.
• Schools created a platform for generating new ideas and planning future actions.
• Pupils at risk of being overlooked during transition were identified, ensuring their needs and strategies were thoroughly addressed
• Schools fostered a focus on pupils' interests to strengthen relationship-building, which led to more successful integration and awareness of needs.
• Secondary schools highlighted the importance of starting transition as early as possible, ensuring parent and pupil voice were incorporated into the process.
• One school developed a virtual tour on their website to help pupils become familiar with the school site.

Building relationships

• Strong, positive relationships were built with pupils to support a smooth transition and sustained throughout Year 7 using relationship-building strategies.
• Relationships with parents were established early, including extra visits or meetings at the secondary school. It was helpful when primary schools communicated awareness of parents’ needs so that secondary schools had the ability to provide appropriate support from the start.
• One school involved in the project prioritised relationship-building from the outset. They organised an extended transition week in September, focusing on team-building activities and relationship development, including a school camp. This provided staff and pupils with opportunities to establish strong foundations for their relationships. They also incorporated the school values and acknowledged achievements, celebrating personal attributes.
• One school ensured that each teacher was aware of pupils' interests and needs. When reviewed, they incorporated a variety of teachers' comments from a range of subjects that had been collected about the pupils' successes. Through regular check-ins, the school developed a heightened awareness of gaps in provision across all subjects.
• Some schools took the opportunity to establish relationships with specialist settings such as The Polygon. They visited these settings, observed the strong provisions in place and used these insights to develop their own provisions.
• Secondary staff visited the primary setting to observe pupils in their familiar and environment. They fostered relationships through interactive activities and encouraged pupils to share work they had taken a pride in.
• On additional transition days, the school provided items such as branded pens or organised collaborative projects to create something for pupils to take home, reinforcing attachment and connectivity.
• Taster days were designed with a theme aligned to the primary curriculum, forming a transition project where pupils completed related work in both primary and secondary schools.
• Feedback from secondary schools about the project emphasised the importance of extra visits for children alongside key adults from both primary and secondary settings to scaffold connectivity. Visits were conducted frequently and in short sessions before the main cohort transition day to prevent cognitive overload for pupils. Pupils benefited from experiencing different timings throughout the day e.g. lunch, transition periods, arrival and departure. This helped them to prepare for the sensory experiences they were likely to encounter e.g. bells, noises and smells. Additionally, these visits helped pupils identify key staff members who had supported them in various spaces, such as the lunch hall.

Identification of need and use of relevant strategies

• Transition information and problem-solving discussions enabled needs in all other areas to be investigated. This approach created opportunities to ask pertinent questions during the transition phase. For example, some children required adjustments to meet learning needs that significantly impacted upon their social, emotional, and mental health, necessitating tailored learning
  interventions.
• Schools demonstrated a commitment to understanding pupils quickly and effectively, with behavioural trends tracked to devise informed solutions. For example, one pupil had struggled with managing the final session of the day, which prompted an adaptation in provision during this time to better support him. Furthermore, provisions were made for pupils who had required extra
  support with organisation to prevent negative consequences. These pupils accessed necessary resources they had forgotten for the day, which ensured they remained engaged and supported.
• Schools explored additional collaboration opportunities with more of a range of external agencies to provide support or alternative provisions tailored to pupils' needs through a personalised curriculum. For example, they worked with Educational Psychologists (EPs), Social Workers, Yellow Door, No Limits, Saints Foundation, Monty’s Bike Hub, City Farm, Animal Therapy and Primary
  Sports.
• Some schools recognised the significant impact of home life on the challenges that some identified pupils faced and this prompted a holistic approach to address their needs effectively.
• Rewards and praise were tailored to individual pupils, recognising and valuing their successes and helping the learner to recognise what success looked like.
• Feedback from secondary schools on the project highlighted several effective strategies that had been used. These included adjustments to uniform, such as allowing pupils to forgo wearing a tie due to sensory needs.
• Personalised report cards were created collaboratively with pupils and facilitated tailored communication and engagement. Additionally, the implementation of sensory circuits and end-of-day positive check-ins supported their emotional well-being, helped to ensure pupils left school on a positive note, supported their emotional well-being and allowed for a fresh start the following day.

Proactive and strategic planning of early intervention

• Proactive strategies and interventions supported pupils, rather than reacting to challenges as they arose.
• Good practice observed at one school showcased how proactive measures, such as the use of programmes like Zones of Regulation and the Saints Foundation, offered bespoke transition work and addressed gaps in SEMH skills. These interventions were integrated during positive periods, fostering continuous development and resilience among pupils.
• Another secondary school incorporated the use of animals, such as therapy dogs and guinea pigs, as part of regulation interventions. The animals provided a calming presence and supported pupils in managing their emotions, contributing to a more positive and supportive learning environment.
• Feedback from secondary schools identified the use of breakfast clubs and peer buddy systems in tutor groups as particularly effective. Some schools had used RAG rating lessons with pupils to create personalised timetables based on their needs and successes.

Building independence and engagement

• Training sessions emphasised the critical role of summer term provisions offered by primary schools in preparing pupils for transition to secondary education, supported by Southampton’s transition documents.
• Comprehensive transition activities were planned to enhance children’s engagement skills and foster greater independence.
• Primary schools adapted teaching approaches in the summer term to incorporate skill-building activities, including timetable reading, organising personal resources, dressing skills (in response to post-COVID practices of arriving in PE kits), time management, navigating different school spaces and working with various adults.
• Additional transitional support was identified for pupils who had been educated in separate rooms from their peers, to facilitate their integration into secondary mainstream classroom settings. This included gradually increasing their capacity to work within the classroom environment for extended periods and reducing adult support levels to aid transition.
• Enhanced transition arrangements for identified pupils were implemented to empower them to ask questions and obtain the information necessary for them to feel confident and positive about their move to secondary school.
• At one primary school a child's behaviour showed marked improvement following participation in transition sessions. The reduction in the child’s anxiety regarding the move to secondary school played a key role in mitigating behaviours that had previously been negatively impacted by their apprehension about the transition.
• Some secondary schools reviewed and adapted their summer term transition events to ensure they were engaging and helped to foster excitement and positivity about joining a new school.

Key learning and recommendations

Strategies identified throughout the project can be adapted and scaled up to meet the needs of the range of pupils requiring additional support at transition time.

Primary Schools

Proactive Communication

Inform secondary schools early on about any pupils who may face challenges at transition. Sharing this information proactively is essential, as secondary schools rely on primary schools to lead this communication. Secondary schools are at a disadvantage if they are not informed in advance about pupils' potential challenges. It is recommended that secondary schools are invited to EHCP reviews so targets can be set together.

Identification of Underlying Needs

Identify and address any underlying needs that may affect the secondary school’s understanding of the pupil’s needs or impact upon the pupil’s transition experience. Schools should ensure this includes capturing and sharing pupil and parent voice.

Comprehensive Pupil Profiles

It is recommended that a clear and detailed outline of each pupil’s school life is shared with secondary schools, including any specific provision or intervention, time in school and key relationships. Transitional documents should be thoroughly completed, ensuring they contain well-considered information that addresses all four areas of need.

Tailored Provision for Year 6

During the final year in the primary setting, schools should focus on gradually reducing support to foster independence, engagement levels and build self-esteem. In the last term of Year 6, it is recommended that pupils are provided with individual printed timetables that are explicitly modelled, ensuring they understand the equipment and materials required for each session. Review interventions and support systems regularly to ensure they remain effective and relevant.

Understanding Secondary School Support

Primary schools should look beyond their own provision and familiarise themselves with the resources and support offered by secondary feeder schools. By visiting secondary schools, primary staff can gain valuable insights into the preparation pupils need for the next stage.

Secondary Schools

Collaboration with Primary Schools

Ensure time is prioritised to meet with primary schools, pupils and parents to support transition. Help primary schools understand the support offered at secondary level. This could be achieved by creating a "menu" of available interventions to discuss at transition meetings.

Listening to Primary Schools

Listen to primary schools' insights about pupils' specific needs and concerns during the transition. Ensure that the perspectives of both pupils and their parents are actively sought and considered throughout the process.

Timely Information Sharing

Share information with primary schools in a timely manner (e.g. social stories), allowing them to prepare pupils adequately. Consider developing an annual management plan to effectively coordinate transition processes, outlining key actions the school should implement throughout the year to support a smooth transition for pupils.

Flexible and Balanced Approach

Avoid rigid thinking, acknowledge the "grey areas" and offer fresh starts where appropriate. Strive for a balance between support and providing a fresh start. Involve pupils in discussions about their needs to shape effective support plans and ensure their personal targets are explicit and referred to regularly.

Comprehensive Transition Offer

Clearly define and share the school’s provision offer, including additional support options, with primary SENCos to facilitate collaboration and enable them to identify children for additional transition arrangements. This could include opportunities to attend after school clubs in the summer term to build on pupil’s strengths e.g. sport, music, arts.

Building Relationships

Prioritise relationship building with new pupils, including those who may be out of school or educated within an alternative provision placement e.g. Compass. This may involve carefully planning for their reintegration back into a mainstream setting.

Distributed Leadership for SEND

Foster a collaborative approach to leadership of SEND by ensuring there is a collective understanding of the pupil’s needs and all staff are aligned and consistent in their use of supportive strategies.

Applying the Graduated Approach

Make use of Southampton's guidance on the Graduated Approach for SEMH needs by assessing pupils against each stage in order to determine appropriate provision.

Reasonable Adjustments for SEMH

Create a shared vision of reasonable adjustments for pupils with SEND and SEMH needs and ensure these adjustments are clearly reflected in the school’s behaviour policy.

Provision of Dedicated Spaces

Establish breakout spaces and equip them with resources to support intervention. Use Southampton’s toolkit to evaluate current provision and consider what additional
provisions might benefit pupils.

Beyond Assessment Data

Use assessment approaches that go beyond formal or summative data or attainment scores. This should include a holistic assessment of the learner, including observational insights ("noticing") to  inform decisions and interventions.

Positive Year 6 Information Sessions

Design transition sessions for Year 6 pupils that emphasise the positive aspects of school life and foster pupils’ excitement and confidence in starting secondary school.

Engaging External Support

Actively seek guidance from outside agencies to enhance transition support from the earliest stages where required e.g. Outreach Support, E.P. Service etc

Conclusion

The project celebrated some of the strengths in transition provision already in place across the city, supported by comprehensive transition guidance provided by the Local Authority. It has also helped to identify aspects of provision that could be further developed for some of the most vulnerable learners within our schools. However, a significant highlight has been the collaborative partnership working between primary and secondary schools, a willingness to listen to and share challenges across the sector, creating solutions together. This positive shift in communication is something to be built on in future years and schools would benefit from further funding to facilitate professional conversations related to transition. In addition, the information should be used to build on current transition guidance for schools and track its impact upon reducing the incidence of exclusion at secondary level.

Contributors: Clare Bradshaw, Outreach Advisory Teacher SIP; Chloe Foster, Specialist Teacher, The Polygon School; Rachel Martin, Outreach Service Lead, SIP; Clare Belli, Head of Southampton Inclusion Partnership. Completed 15.05.25