Starting a new school can be a daunting prospect, so from well before Year 6 students have their places confirmed with us, we work with the primary schools to ensure that they feel part of Beccles Free School (BFS) even before they apply. In the years before a student makes the transition to BFS, they might be involved in or attend:
A School Production
Transition Events on Sport, MFL, Technology, Maths, English or Science
Lessons with teachers and students visiting primary schools (including year groups other than, and as well as, Year 6)
Friends of Beccles Free School Events, such as Bingo nights and Christmas Fairs
Visits to the Year 6 students from staff
Taster and Transition Days
And it doesn’t stop when they arrive!
A students first week at BFS will begin with 3 welcome days, where they will work with the Head of Year 7, their Tutor team, teachers, and other staff to ensure they quickly feel like a member of BFS. Students will cover all aspects from how the school day runs, to the 6Cs to Success, as well as Enrichment and the lessons themselves. It is always a wonderful start to life at BFS for the new Y7 students.
Our Inclusion Leader has a vast amount of experience in the role of Transition, and brings great skills and dedication to ensuring that every single new Y7 student is settled on their first day at BFS by working with students, parents, primary schools and staff at BFS throughout the whole process.
Many students come to BFS, not from the local primary schools, and the inclusion team work just as hard to ensure that these students are just as confident and feel as important as every other student making the transition to BFS from their primary school. The majority of students find the whole process of transition exciting and fulfilling, but some students are always more worried than others. As well as the huge team of staff on hand to support the students, every student will complete and own a Personal Education Plan (PEP), which they will co-write with their Form Tutor. The PEP will then be developed throughout the student’s time at school; reflecting and reporting on their educational journey.
Students are given the opportunity to share their individual strengths and interests to assist teachers in the planning of personally relevant lessons. They are guided in the exploration of personal life goals with a focus on how schooling can help them be reached.
Barriers to Learning
The tutor will collect information from the Inclusion register to create a full picture of the individual.
The Inclusion Leader will liaise with parents / carers and external professionals to explore any essential teaching strategies to support individuals’ needs.
If a student requires a specific resource in order to access learning it will be outlined in their PEP.
School and external provision / intervention
All teaching staff are responsible for the recording of interventions and any external provision they are aware the student receives.
Statements of Special Educational Needs
PEP’s will also be the format used to monitor progress towards meeting objectives as identified in Statements.
We appreciate that parents / carers have a wealth of information on their children that can positively inform our practice. PEP’s are shared with parents / carers who are invited to regularly discuss them with tutors, teachers and the Inclusion Leader. This will form a part of the formal reporting cycle.
Transition to IFS is an overwhelmingly positive experience and we will work with every individual student and their family to ensure that we meet their hopes and their expectations.
If you have any further questions regarding the transition process, then please email the school – firstname.lastname@example.org