The HFL Reading Fluency Project is currently in its 20th cohort for KS2 pupils and its 15th cohort for our year 2/3 pupils (the KS1 project). The Reading Fluency Project artfully combines a range of evidence-based strategies such as modelled expert prosody; echo reading; text marking; performance reading; repeated reading and modelling comprehension. For many of our participating pupils, this combination of approaches, taught with rigour and frequency, supports them to move on from stilted decoding and into fluent reading. It is when reading with fluency that the text is able to come to life, to impart its meaning upon the reader. Once this virtuous circle is established, then pupils perceive themselves as readers and return to reading again and again. They feel the joy that a reader experiences when a text speaks to them, and the more they practise this skill, the better they get at it. The following blog is written by Hayley Bloss, Leading Practitioner at Kyson Primary School, Suffolk. Hayley shares some of the amazing outcomes achieved by her pupils, following her attendance at HFL’s Reading Fluency Project training. 

It had been a tough term: four pupils rolling their eyes at me whenever it was time for their group reading session. They’d had years of seeing themselves as the ‘failing readers’, never quite cracking phonics, struggling to decode, unable to find any enjoyment in this thing called ‘reading’. The strands of their ‘reading rope’ (Scarborough, 2001) were flailing everywhere with no signs of tightening.  It had become a millstone round their necks; the thorn in their sides; their confidence squasher. Did I enjoy teaching reading to these children who had come to hate books? I tried; I poured out my soul in every lesson - willing any sign of enjoyment to come – but I continued to find dread in their uninterested faces.

Seeking answers, I did a Google search in Spring 2019: ‘Intervention to get my Year 6s to expected standard in reading.’
Up popped the results…
Tried it... not for us. 
Tried it… too expensive. 
Tried it… too resource heavy. 
A project…? The HFL Reading Fluency Project!  It was definitely worth a shot!

I had the training and began. Carefully picking that first text to ignite their interest; the shock on their faces when all I wanted them to do was repeat after me; the calmness; the engagement; the finger-tracking; the performance; the smiles…! It was all so effortless and obtainable. In March 2019, the four pupils were scoring a standardised score of between 82-88. The 8-week project flew by and in the summer term, two of them reached the expected standard in the reading SATs, and the other two scored in the high 90s. But, so much more than that - they enjoyed the reading together; their behaviour improved in reading sessions; their confidence grew and that ‘reading’ thing was no longer a dreaded word! 

This project was exciting, easy to access and provided results far exceeding the data.
The project was put in place as a reading intervention from Year 2-6 in Autumn 2020 and the results were outstanding*:

Teachers commented on the improvement of pupils’ reading in class situations such as their new-found confidence to speak out in front of their peers and most importantly, pupils showing enjoyment as readers.

The HFL Reading Fluency Project has had a positive impact throughout our school as an intervention. With 10 cycles of the project completed, the only reduction we have seen is in the number of pupils needing access to the project. Initially, we rolled the project out to 70 pupils each term. By spring 2024, we only had 15 pupils taking part in the project due to the sustained achievement of the previous participants. Our end of key stage reading results for KS1 and KS2 were above the national average in summer 2023. 

Tying together the work of Professor Tim Rasinski, the DfE Reading Framework July 2023, the EEF’s summary of recommendations for Improving Literacy in Key Stage 1 and Key Stage 2, and the insightful findings in Chris Such’s The Art and Science of Teaching Primary Reading, we teach a weekly whole class fluency session based around the key elements of the project. Our fluency sessions allow staff to support pupils’ reading rate, accuracy and prosody in lessons and the measured impact is evident in our whole school termly data.

The project was the perfect find at the perfect time; its ability to transform reluctant readers is infinite. Rather than a piece of old rope, we show pride and pleasure wearing our tightly-knit, practical scarf, which will stand the test of time.

A huge thank you to the HFL Education team for their support throughout. 

To enrol in HFL’s next cohort of Reading Fluency Project schools, or to find out more, please email reading.fluency@hfleducation.org

*According to the York Assessment of Reading for Comprehension

HFL Reading Fluency Project

Our evidence-informed reading intervention supports pupils to make accelerated progress in reading comprehension whilst encouraging them to rediscover a love of reading.

Also in the ‘Inspire Me’ series focusing on Cuisenaire: 

Inspire me! Cuisenaire Rods: The CPA approach to teaching algebra
Inspire me! Using Cuisenaire Rods to explore calculation strategies
Inspire me! The CPA approach: using Cuisenaire Rods to explore fractions

References

• 2023 Key Stage 1 mathematics paper: arithmetic
• 2023 Key Stage 1 mathematics paper: reasoning
• 2016 Key Stage 2 mathematics paper 2: reasoning
• 2023 Key Stage 2 mathematics paper 2: reasoning 
• 2023 Key Stage 2 mathematics paper 3: reasoning
• 2024 Key Stage 2 mathematics paper 2: reasoning 

Contains material developed by the Standards and Testing Agency for 2016, 2023 & 2024 National Curriculum assessments and licensed under Open Government Licence v3.0.

Memories

As a child, my best friend had a Victorian Singer sewing machine at her house, and we’d spend hours using discarded scraps of fabric from the local mill to make pretty pockets which we would then fill with dried lavender and tie with string. We still reminisce about those times now, such a simple activity and so relaxing and satisfying!

Creativity through sewing-the benefits

The therapeutic benefits, and the boost to wellbeing that come from having freedom of creative expression has always been a motivating factor for me to provide opportunities to sew in both my nursery and reception classrooms. Combine these benefits with the more obvious ones, regarding developing strong fine motor skills, pincer grip, hand-eye coordination, and concentration, and you have an area of provision that is inclusive, inviting, and, if supported well by staff, will equip children with life-long skills, knowledge and understanding.

Sustainability

Sustainability is key when setting up any sort of sewing provision in the classroom. Collecting old fabric (those with an open weave are best for beginners), yarn, wool, beads, buttons and other embellishments from parents, families, staff, and local scrap projects is a brilliant way of embedding an understanding of recycling, re-using and the ‘make do and mend’ school of thought. Local fabric suppliers often have off-cuts, and garden centres often have mesh and netting which is immensely useful for large scale weaving projects outside with natural materials.

Organisation and the development of sewing skills

As with any other learning zone, organisation, labelling and storage of resources needs careful thought so that children can access resources independently. When planning the tools and materials that are available, there should always be an acknowledgment of the different stages in sewing so that children’s confidence and engagement levels remain high.

Children’s own experiences

Over the years I’ve enjoyed talking with children whilst they create, about the fabrics and other resources they are handling, stitching onto or joining together. Conversations about the names of different fabrics, their origins, and the types of clothes they might be used for based on their own experiences are all valuable. Listening to children’s stories and experiences builds cultural capital and promotes community cohesion in a meaningful way. Ensuring that all staff in the setting, even those less confident with sewing, understand their role in challenging stereotypes about sewing not being a gendered occupation or skill but one that is open to all is also vital.

Managing risk

Risk assessment and management is clearly something that needs to be considered carefully when developing either a permanent or portable sewing provision in your setting, and a written risk assessment should be agreed by all and reviewed regularly. Through observing children carefully, specific risks might emerge, but as a minimum there must be supervision when teaching children to use needles or a sewing machine. Needles must always be returned to a pin cushion or container to ensure they do not get lost, and careful management of scissors must be embedded. Depending on the needs and age of the cohort, individual settings will want to ensure that nothing is available that could present a choking hazard. As with many learning zones, ‘less is more’ to begin with.

Further reading

If reading this blog has sparked an interest in sewing in your setting, I highly recommend the Froebel Trust pamphlet linked below, it is an inspirational source of information and ideas.

Enabling environments on a budget

If you would like lots of inspiration on how to re-imagine and upcycle furniture and resources, as well as tips on where you can discover free ‘treasure’ to enhance all learning zones, please join us at our  Enabling environments on a budget webinar on Wednesday 26th June.

Empathy Day is on Thursday 6th June 2024 and forms part of Empathy Lab’s year long programme. Considering that this is now quite an established national day (running since 2019) I felt almost embarrassed that it had not crossed my path until now!  So therefore, I felt compelled to find out more and most importantly examine the role books and reading have to play in supporting empathy development in children. 

Empathy is our ability to experience and understand someone else’s feelings. Some people have the notion that empathy is something that you either have or you don’t, but in fact that couldn’t be any further from the truth. Research shows that empathy is a learnable skill and therefore something which can be actively taught.

Research illustrates that books can play a key role in developing empathy. Empathy Lab says that using literature to develop empathy improves young people’s wellbeing, their love of reading and the extent to which they actively participate as citizens – just a few of the added benefits! Empathy Lab’s Mission Empathy Challenge involves three steps: read, connect and act. The ‘read’ part consists of taking a dip into the carefully selected Read for Empathy book collection.

The 2024 Read for Empathy book collection consists of 40 recommended books for 3-11-year-olds, and 25 for 12-16-year-olds chosen by an expert panel (including Professor of Education, Teresa Cremin, who will speak at HFL’s upcoming September INSET event, and Jake Hope, Reading Development & Children's Book Consultant). It features major authors including Neil Gaiman, Jeffrey Boakye, Children’s Laureate Joseph Coelho, Hannah Gold, Phil Earle and Nadia Shireen. It includes picture books, novels, poetry, non-fiction, graphic and verse novels. Each book offers young people different ways of experiencing, understanding and building empathy. Several explore the world’s big empathy issues, including war, climate change and the refugee crisis. Others help children understand different cultures and identities, name and share their emotions and gain insight into a range of life circumstances.

Within the primary book collection (for 3-11 year-olds), eight powerful picture books have been selected specifically to help young readers understand their own and other people’s emotions. For example, Blue by Sarah Christou explores feelings of sadness and Geoffrey Gets the Jitters by Nadia Shireen explores anxiety. The Spaces In Between by Jaspreet Kaur & Manjit Thapp identifies mindful places that can be found (even in the city), where emotions can be pacified. Another selection of picture books opens up exploration for older readers as they tackle some hard-hitting topics such as wartime trauma (My Baba’s Garden by Jordan Scott and Sydney Smith); loss of a family member (Grandpa and the Kingfisher by Anna Wilson and Sarah Massini); and the experience of refugees (To the Other Side by Erika Meza). There is also an insightful picture book titled Gina Kaminski Saves the Wolf by Craig Barr-Green and Francis Martin that captures the experiences of a girl, who is autistic, working through the challenges of school, and delivers her own unique perspective on Little Red Riding Hood .

Additionally, there is a great selection of early readers (simple, short chapter books with illustrations) within the primary book collection, including a dyslexia friendly book Dimple and the Boo by Pip Jones which is about a little gnome navigating his way through his emotions of anger and worry. Similarly, The Girl Who Became a Fish by Polly Ho-Yen explores the fears overcome by its central character Ita, who has moved to a new town. 

Poetry, non-fiction, and a couple of graphic novels have also been selected within the book collection. My Heart is a Poem is a touching poetry anthology that encapsulates an array of human feelings and emotions, beautifully illustrated, and features the work of top poets such as Mandy Coe, Joseph Coelho, Karl Nova and Debjani Chatterjee. All Bodies Are Wonderful by Beth Cox is a positive and reassuring non-fiction book exploring diversity (as recommended by HFL’s adviser Nicky in her book of the month). A depiction of empathy as a driving force to save lives, at the risk of your own, is brought to life by graphic novel, It’s Her Story: Irena Sendler by Margaret Littman. It is the remarkable true story of a Catholic social worker who supported Jewish families in the ghettos of Poland during World War Two.

The novels chosen in the book collection designed for older readers, deal with a variety of different life experiences and the complexities that can accompany them. For example, understanding the experience of people living with challenging life circumstances is tackled in How to be More by Anne-Marie Conway where the main character struggles with a stammer. Finding Bear by Hannah Gold focuses on one of the world’s big empathy issues: earth’s creatures who are faced with the difficulties of climate change. 

Empathy Day is open to all to get involved and inspired. Schools and libraries can register for free Mission Empathy resources. Everyone can also enjoy a free online festival, on the day and on demand, featuring live events from some of the amazing authors and illustrators included in the book collection.

I hope you can dive into some of these activities and reading materials to develop the empathy skills of the children you teach! We’d love to hear about how you’ve used the resources both on 6th June and throughout the year.

The books that form the primary book collection have been listed in this useful guide on the Empathy Lab website.

Since the 2021/22 academic year, the multiplication tables check (MTC) has been statutory for all year 4 pupils registered at state-funded maintained schools, special schools or academies (including free schools) in England.

The administration guidance provides details on:

• how to use the MTC service (including the pupil try it out area)
• how to enable access arrangements
• how to administer the check

Gov.UK: Multiplication tables check administration guidance

I want to develop the fluency and application of multiplication facts. Where do I start?

Many adults have gone through the trials and tribulations of learning to drive. Whilst some take to it immediately, others need more time and space to hone their skills. We have similarly found that some pupils acquire new facts with relative ease, with others needing extra support to develop multiplicative fluency.

In the HFL Education maths team, we have been supporting schools and pupils by using this model to reflect on how curriculum time is spent. In our new online training programme, we have used the learning to drive analogy to break down the crucial stages:

Taking a mock driving test every week without any instruction or support between tests is unlikely to improve driving skills. Whilst assessment is an important element of any learning, we believe there are important stages which need to be prioritised before pupils are ready to be assessed in their multiplication tables. Just like focusing on a new manoeuvre, for the start of each multiplication table, pupils will need time to go back to learn and rehearse before mastering the new skills.

Learn: building, deconstructing, drawing and describing

When learning to drive, novice drivers need to begin with expert instruction. They need plenty of time dedicated to hands-on experience and discussion, with support to make connections to prior knowledge and skills. We believe it is the same for multiplication, with time needed to build, deconstruct, draw and talk about the structure behind the facts.

Throughout our ESSENTIALmaths plans, we use speaking frames such as this to support pupils to describe the structures they have built and drawn. We would want pupils to be able to move between different representations which could involve manipulatives such as counters, cubes, beadstrings and everyday objects. Our previous blog looked specifically at this phase in detail.

One way schools have incorporated this stage during home-based learning has been an array hunt where pupils can find, create and draw arrays inside and outside the home.

Developing rehearsal

Once you have been taught the basics of mirror, signal, manoeuvre, it is time to rehearse the different elements, starting with easier manoeuvres and building up stamina over time. There are countless ways of rehearsing multiplication tables but one way of providing daily opportunities is to use a counting stick for your focus times table. As well as building fluency in counting up, down and out of order, there is also the chance to build in reasoning.

This example shows possible questions and responses to describe a missing value. To begin with, pupils may produce simple responses such as “I know it is 28 + 4”. However, once they are familiar with the concept, pupils often come up with ever elaborate responses which show a level of much deeper understanding.

You can’t beat a traditional counting stick which can be handled and manipulated but when needed, this interactive online counting stick is a great alternative: Mathsbot: Counting Stick

Opportunity to recall

Once there has been plenty of time for varied rehearsal, it is time to for the learner driver to recall how to perform a range of manoeuvres in increasingly complex situations. Learners may need to go back to the ‘learn’ or ‘rehearse’ stage before progressing on. Part of the recall stage in terms of multiplication could involving low-threat gaming opportunities. This could start with a simple bingo board where the ‘caller’ reads out a product, with the players finding the corresponding calculation. Alternatively the players could be provided the product and the ‘caller’ calls out the calculation.

Other gaming opportunities could involve dice or playing cards, either for a focus times table or a mixed set of calculations. It is essential that pupils have the underlying understanding from the ‘learn’ and ‘rehearse’ stage and are not attempting to recall disconnected facts and, in some cases, inadvertently practising incorrect facts.

The HFL Education Primary Maths YouTube channel has provided gaming opportunities to embed different parts of the primary curriculum.

This video provides a collection of three multiplication games which can be used to provide pupils with varied recall opportunities:

The use of assessment

Like teachers, driving instructors use on-going assessment to inform which further teaching, rehearsal or practice opportunities are needed before the final assessment of the driving test.

It is up to schools how they use purposeful assessment to support teaching and learning but we would encourage all teachers to use testing as a brief stocktake opportunity, with the bulk of teaching time being spent on the stages that precede ‘assess’. One aspect of the MTC which we are regularly asked about is the timed element of it. This is something that many pupils may need building up to, to ensure a focus on speed is not brought in too early; inadvertently impeding the learning.

By the end of the progression, we aim for pupils to be able to take the wheel and recall and apply their facts with independence and confidence. There are often bumps in the road, and obstacles to overcome, but it has been fantastic to see pupils across the schools we work in building their skills to then apply their increased understanding across the maths curriculum.

What next?

• Reflect on the ‘learn, rehearse, recall, assess’ model. What is already going well for you? Is there any aspect that could be enhanced to support your pupils?
• Are all year groups playing their part to ensure pupils have the pre-requisite skills to allow pupils to be fluent by the end of Year 4?
• What aspects of the ‘learn, rehearse, recall, assess’ model could be used for pupils in UKS2 who are yet to secure all the multiplication facts up to 12 x 12?

Is this a key focus in your school?  

The HFL Education Primary Maths team can work with you in school to develop the teaching and learning of multiplication facts through The Multiplication Package.

HFL Education Curriculum Impact Packages

Find out more about the HFL Education Curriculum Impact Packages or alternatively, join our digital, on-demand training to explore effective teaching strategies for rehearsal and recall of multiplication facts. The modules are full of practical ideas and resources to take away to enable pupils to learn multiplication facts with understanding and recall.

Further information

• Gov.UK: Multiplication tables check
• Gov.UK: Multiplication tables check administration guidance

Further related reading

• Starting from the beginning: how to learn times tables

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This blog was first released in September 2020 and updated in February 2021. It has been updated again in May 2024 with the latest DfE guidance and additional HFL Education resources.

The summer term is upon us! Lighter evenings, hope of better weather and a diary full of teaching, sports days, residential trips and end of year celebrations! For Year 6, there's a mix of excitement about stepping into the unknown, coupled with some unease.  Throughout their primary journey, staff have prepared pupils for this transition and now it is in the final stages. 

Whilst this blog focuses on the transition from primary to secondary, the planning principles for transition are adaptable for any age phase.  For those of you supporting transition in the early years consider exploring these blogs from the HFL Early Years Team:  

• 5 Top tips for supporting smooth transitions in the Early Years
• Transitioning from reception: Year 1 readiness in science

Dr Dan Nicolls states:

Thoughtful transition planning between primary and secondary schools can create a seamless shift, ensuring pupils and their families feel they are moving from one safe space to another. Continuity, security, and creating a sense of belonging in the new school community are crucial for long term success, especially for those with SEND. Establishing this early could support pupil attendance, reduce the risk of emotional school-based avoidance (ESBA), and potential suspensions and exclusion. 

Let’s explore some top tips on how schools can strengthen their transition plans.  

Pupil voice

What if… I get lost? Get a detention? Forget my homework? 

The purpose of listening to pupils is to personalise transition, share information with secondary staff and show pupils that everyday worries are normal during any change.  Pupils should have opportunities to discuss their own concerns whilst also focusing on navigating unfamiliar school routines and systems. 

Are the year 6 cohort given ample opportunity to ask questions about secondary school?

An ideal opportunity is when secondary staff visit their feeder primary schools. One effective approach I have used was giving pupils time to discuss, reflect and record questions with a primary staff member.  In one such session, I was surprised when a group of pupils identified with social, emotional and mental health needs (SEMH), shared initial unease centred around showering after PE and putting on a tie.  Not one mention of behaviour policies, homework or getting lost! The discussion uncovered concerns that were emailed to secondary staff who addressed them during their visit-many pupils commented on how approachable and responsive the secondary staff were. 

Primary staff may wish to reflect on who will act as mediator and how they will share this with secondary colleagues. 

Secondary schools may consider curating the information into a frequently asked question document to share with families. 

Some useful tools to strengthen pupil voice work include: 

• Helen Sanderson Associates: Consider the good day/bad day, perfect week documents.  These person-centred tools provide information on what is working, pupil interests and can strengthen staff knowledge of pupils with SEND. 
• Children’s Commissioner: A free activity pack focusing on pupil voice with worksheets and activities. 
• Dr Pooky Knightsmith: A particularly useful tool to manage concerns is the If….Then…Planning tool. 
• Black Sheep Press: Talking about Secondary School can be used as a visual scaffold to initiate and strengthen discussion as part of pupil voice, particularly for those with speech, language and communication needs (SLCN). 
• Autism Education Trust: have provided some great templates which identify a concern and provide a free text to add in how this can be solved.  
• Blob School book: a great visual to facilitate and stimulate discussions about a range of situations, such as the playground or classroom.  Could be used with a class, group or individual. 

Developing healthy networks 

Some pupils with SEND face challenges in forming and maintaining healthy relationships.  Familiarity can support in establishing new friendships, but just because pupils have attended the same primary school does not automatically mean they have a positive relationship.  

• How and when are primary schools sharing information about peer group support and friendships? 
• How do secondary schools use this information from primary colleagues to group pupils? 
• What support do both primary and secondary staff offer to pupils who are transitioning without a familiar peer? This could add an additional layer of vulnerability, particularly for pupils with SEND.  

Moving from a small number of teachers in primary, to working with a larger number of adults in secondary school is a significant change. Pupils with SEND may benefit from having one key staff member who is responsible for taking an overview of how the pupil is settling in; this can be done through regular check-ins. Who will this be? A form tutor? Head of year? A specific teacher? They will build the foundations of a support system, provide feedback to the SENCO and as such may need to be involved in transition.  

When working with a pupil with autism spectrum disorder (ASD), the previous setting told me they loved playing card games. I factored this in when visiting helping to quickly establish a positive relationship and included this when introducing new staff as part of enhanced transition.  I created a photo book of key staff, including an image of us playing cards, which parents reported helped during periods of uncertainty during the summer holidays.  Primary staff may want to use personalised photographs when discussing staff during transition discussions.  I worked with one student who loved it when I asked questions about secondary staff, referring to them by name, with parents informing me it took away the unfamiliar.  Another way to create connections for pupils requiring an enhanced transition, is to send an email or postcard over the summer. 

For pupils with SEND it is important for secondary schools to establish positive connections with parents early on.  When pupils and parents need a more bespoke transition, primary staff may wish to consider inviting the secondary school to specific meetings.  Hosting at the primary school, where parents are familiar, can reduce unease and demonstrate a collaborative approach to transition. 

Secondary schools should consider how communication processes are shared during transition plans.  

• Who do parents communicate with and why? For parents who have a child with SEND is it directly with the SENCO? 
• Is contact via email, telephone or in person? How long can parents expect before teaching staff respond to parent communication? 
• When are formal meetings held each year to review provision/needs? Set expectations early on and be transparent. 

Remember parents, whose children have SEND, will have experienced different journeys, and may require different levels of transition themselves.  The Hertfordshire SEND Toolkit has some great practical tips to support communication with parents and there is a whole section on supporting transition.

Familiarisation with the school environment 

Exploring the environment enhances familiarity and one successful approach I have used involved pupils, in teams, completing a treasure hunt.  Staff photographs were displayed in subject areas and pupil voice questions located the next clue.  For instance, “where can you get a plaster?” (A helpful detail when year 7 pupils are breaking in new shoes!) 

Many pupils with SEND benefit from visual scaffolding to embed learning and transition is no exception. Providing maps of buildings can be particularly helpful.  Secondary schools could consider colour-coding by subjects or faculties for clearer visual support.  One school used the colour of the subject exercise books! Sharing photographs of key areas, with pupils in them during a visit can aid familiarity, and scaffold primary staff discussion. One primary school I know well used this to practice mapping out movement from one lesson to another. 

Secondary schools may need to consider if pupils with SEND will access additional support outside of the classroom.  During transition activities consider

• Do they know where, when and how to access the support? 
• If they need to leave a lesson, do they know the processes to achieve this? Do all staff know that this will be happening? 
• How will this be factored into transition planning?

Continuity of provision 

A proactive and anticipatory approach to provision can enhance transition and pupils settling into their new school. 

Primary staff should think about how this can be shared with secondary settings.  Do written records: 

• Reflect the current level of need?
• Include information on strategies and reasonable adjustments used to support high quality teaching? 
• Reflect additional support outside of the classroom, including break and lunch times? 

Clear, specific, up to date documentation is particularly important to secondary schools as they often have a number of feeder primary schools. 

The transition safety net, within the Hertfordshire SEND Toolkit, is a great visual to support reflections. 

Good quality information handed on by primary staff should assist secondary practitioners to quickly apply effective teaching strategies at a universal level, during high quality teaching, and, when required, at a more targeted level.  The secondary SENCO should consider: 

• How will this information be shared with all teachers to ensure suitable support from the start of the year? 
• Do all staff have the skills and confidence to provide this support? 

Reflections for the next year?

As part of the transition process, it is important to review what worked well and consider this in planning for the following year.  Towards the end of September, strategic schools should consider: 

By reflecting on transition as a series of interactions that engender a sense of belonging and security we will support all pupils, particularly those with SEND, to face the exciting challenges that secondary school presents. So, as you embrace the summer term consider the steps you will implement to enhance transition for the next academic year and beyond.

For further blogs on curriculum continuity during transition consider exploring the following blogs from our HFL colleagues: 

• Preparing transition to secondary school…considerations for language learning
• Supporting lower attaining pupils in KS3 maths to become fluent and flexible calculators

References: 

• Nicholls, Dan (December 3rd, 2023) Be Braver | heroes needed | Dan Nicholls (dannicholls1.com)
• Seigal, Daniel J. (2014) Brainstorm-the power and purpose of the teenage brain