Transition

The school takes transition from key stage 2 to key stage 3 extremely seriously and provides specific professional development and resources to ensure that it is a high priority for the staff and students.
 

  • The school has appointed a senior middle leader to focus on the academic transition of students and works specifically with the Ebacc subjects to provide teachers with knowledge and understanding of the curriculum in key stage 2 so that students do not repeat work unnecessarily but build on enhancing and developing skills and knowledge instead.
     
  • Each department covering the Ebacc (English, mathematics, science, modern foreign languages, history and geography) has appointed someone with specific responsibility for transition.
     
  • The school’s designated transition lead works with outstanding primary practitioners from across our Trust, to provide knowledge and professional development.
     
  • The school is a leading participant in the Teach SouthEast maths hub (of which we are a strategic partner) and our expertise is used to enhance the quality teaching and rate of progress in mathematics across key stage 3.
     
  • Our dedicated team of learning mentors work with vulnerable students by offering early experience of the school during the summer term prior to them joining the following September.
     
  • We regularly interview students in key stage 3; and progress from key stage 2 is a key theme that governors use to ensure that they are continuing their progress on arrival at the school.
     

Specifically we ensure that:
 

  1. Key stage 3 is awarded the same priority as key stages 4 and 5 in terms of school planning, monitoring and evaluation.
     
  2. Each department has appointed someone with particular responsibility for key stage 3. Accountability for this is of significant importance in terms of line management and accountability.
     
  3. Students in key stage 3 experience a broad and balanced curriculum, where teaching is of high quality and prepares pupils for more challenging subsequent study at Key Stages 4 and 5.
     
  4. Key stage 3 benefits from the same quality of teachers as key stages 4 and 5 and holds the same importance in our teaching & learning reviews and the teachers’ performance management.
     
  5. Our transition teachers spend time in primary schools to understand  the quality and demands of the work at key stage 2 to inform our practice at key stage 3.
     
  6. Our transition work from Key Stage 2 to 3 focuses as much on students’ academic needs as it does on their pastoral needs; this is with particular reference to our higher attaining students.
     
  7. The cross-phase partnerships we have with our Trust primary schools equip our teachers to have a very good understanding of the primary curriculum so that our teachers build on pupils’ prior knowledge, understanding and skills. Our students report that there is little repetition in key stage 3 from work done in primary school.
     
  8. The school’s systems and procedures for assessing and monitoring pupils’ progress in Key Stage 3, in the form of our EESAT (Epsom & Ewell Standard Attainment Test), are robust and have a high priority. We ensure that they replicate the demands and format of the GCSEs.
     
  9. There is the same focus on key stage 3 on closing the gap for disadvantaged students as there is in key stage 4 (which has brought us recognition from the DfE).
     
  10. Homework is of high quality and supports stretch and challenge to help students make good progress.
     
  11. All our students in key stage 3 have access to timely and high quality careers education, information, advice and guidance from Year 8 onwards. This is particularly important as students make their GCSE option choices at the end of year 8.
     
  12. Effective literacy and numeracy strategies are embedded into our curriculum to help students build on their prior attainment in Key Stage 2.
     
  13. Data analysis highlights the progress of different groups of students, particularly boys, so that we can monitor the impact of our strategies and refine interventions as necessary.
     
  14. Learning support and inclusion teams are a key part of our key stage 3 progress strategy to ensure that no child slips through the net.

All queries regarding progress and transition should be directed to Paul Grills, assistant headteacher (grillsp@eehs.surrey.sch.uk)