Bridging the Gap: How North Tyneside’s Enhanced Transition Programme Supports Pupils at a Crucial Crossroads
For many pupils, the move from Year 6 to Year 7 is a moment of anticipation, growth, and opportunity. But for others—particularly those with emotional, behavioural, or attendance vulnerabilities—it can be a significant point of stress and instability. At Education North Tyneside, we recognise that the transition between primary and secondary school is more than just a logistical shift: it is a pivotal life stage, one that can either set children up for success or deepen existing challenges.
To respond to this need, North Tyneside’s School Support Team has developed and refined a targeted approach: the Enhanced Transition Programme. This initiative, now in its fourth year and expanding to include transitions between Years 8 and 9, is delivering measurable impact for the children who need it most.
Why Getting Transition Right Matters — Now More Than Ever
Transition from primary to secondary school is widely acknowledged as one of the most vulnerable periods in a young person’s educational journey. The structure, size, and social environment of secondary schools differ dramatically from primary settings. Pupils suddenly move from a single-teacher environment to navigating multiple subjects, timetables, and teachers—alongside often much larger peer groups.
For children already experiencing emotional dysregulation, social anxiety, or disrupted attendance, this can be destabilising. Research published by the Education Endowment Foundation (EEF, 2021) found that a poor transition can lead to decreased attainment, increased anxiety, and even school refusal—often persisting well into KS3. The impact is especially pronounced for children with SEND, those with experience of trauma, and pupils from disadvantaged backgrounds.
“Transitions can be tipping points. If we get it wrong, vulnerable pupils can feel isolated, misunderstood, or unsafe in their new environment. We need intentional, wraparound support to ensure no child is left behind at this key stage.”
Dame Rachel de Souza, Children’s Commissioner for England.
Inside North Tyneside’s Enhanced Transition Programme
The Enhanced Transition Programme was designed to respond directly to these challenges. Schools in the borough can refer pupils in Year 6—and now also in Year 8—where there are concerns about:
- Struggling to meet behavioural expectations in a new setting
- Risk of suspension or permanent exclusion
- Persistent low attendance or emotional-based school non-attendance (EBSNA)
Once referred, pupils participate in a structured five-week programme led by trained staff from the School Support Team. The programme focuses on:
- Exploring personal worries and anxieties around the move
- Identifying emotional triggers and learning self-regulation strategies
- Becoming familiar with the physical, social, and academic environment of their new school
Importantly, the support is not just pupil-facing. The team works in close collaboration with the receiving secondary school—sharing insights, behavioural profiles, and tailored recommendations to ease the handover process.
“We often find that behaviours labelled as ‘challenging’ are actually driven by fear and uncertainty,” says Dr. Tina Rae, educational psychologist and expert in trauma-informed schooling. “An enhanced transition model allows schools to respond to the child’s needs, not just their behaviour.”
Building Continuity, Not Just Change
The transition programme doesn’t stop once a pupil has arrived at their new school. For those who need additional help, the School Support Team organises outreach and follow-up support, working alongside school pastoral staff to ensure progress is sustained and relationships continue to be nurtured.
This is especially critical given recent figures from the Department for Education (DfE), which show that pupils are increasingly struggling to re-engage with education following pandemic-related disruption.
Attendance concerns, particularly for pupils with anxiety and SEND, remain high nationally. In this context, programmes like North Tyneside’s are not only timely—they are essential.
Early Impact and Lasting Benefits
Feedback from participating schools, families, and pupils shows that the Enhanced Transition Programme is already making a difference:
Pupils report feeling less anxious and more prepared for secondary school
Receiving schools note fewer behaviour incidents and improved attendance
Staff feel better equipped to support individual needs from day one.
“The programme gives us the chance to really understand our incoming pupils, not just academically but emotionally,” says one North Tyneside Head of year.
By identifying potential difficulties early, sharing rich information between settings, and offering pupils the tools to cope with change, the programme ensures that the transition becomes a bridge—not a barrier.
A Model for Wider Adoption
North Tyneside’s Enhanced Transition Programme is part of a growing national conversation about the need for relational, trauma-informed, and preventative approaches to school transition. Its strength lies in its proactive design, its collaborative ethos, and its commitment to the whole child.
“We must view transitions as planned, supported journeys—not isolated moments,” says Professor Barry Carpenter, specialist in SEND and mental health in schools. “When schools invest in this kind of preparation, they are investing in resilience, inclusion, and long-term success.”
Conclusion
At Education North Tyneside, we believe every pupil deserves to step into their next chapter feeling confident, supported, and understood. Through the Enhanced Transition Programme, we are not only smoothing a path between schools—we are opening up possibilities for children to thrive.
As the education sector nationally continues to navigate the ripple effects of COVID-19, mental health challenges, and rising absence rates, transition planning is no longer a “nice to have.” It is a vital part of inclusion and progress—and North Tyneside is proud to be leading the way.
