Summary - a case study illustrating a well developed programme to improve transition using mentors doing preparatory work with year 6 pupils.  

The North East Manchester Excellence in Cities Action Zone includes three High Schools and fifteen other schools, thirteen of which have Key Stage 2 pupils.

The schools in the most disadvantaged areas are geographically farthest away from the high schools and this creates major problems for the Zone’s most vulnerable pupils.  A key issue for the Zone is to ensure that all pupils secure a place in a high school and successfully make the transition from Key Stage 2 to Key Stage 3.

The Zone appointed three cross-schools, cross-phase mentors to support transition, each with a brief to work across a number of primary schools.  In the early part of the autumn term mentors share their time between high schools and primary schools.  In the high schools they ensure all the former Year 6 pupils begin attending on the first day of term and follow up any that fail to do so, collecting them and bringing them in to school if necessary.  They liaise closely with the high school staff, with whom over time, they have built strong relationships and with pupils and their families, to sort out any issues that arise.  This intervention lasts through the first half term and, in the few cases where it proves necessary, even longer.

Meanwhile, in the primary schools, they support all Year 6 pupils and their families on a one to one basis to make informed choices for high school places and to complete applications.  They aim for 100% of application forms to be returned by the closing date.  Evaluation shows that pupils, schools, families and the LA admissions department value this support. 
Support continues after the closing date to ensure that any pupil arriving in a Year 6 class from a school outside the zone has made a high school application and, if this has not been done, the mentor contacts the family immediately to offer support.  It is often the case that this also leads to support being given to help place other siblings in schools. 

The mentors work with Year 6 pupils, supporting their learning in and out of school hours, and working to help remove barriers to achievement and attendance until after SATs.  They then work with high schools and other partners to provide a comprehensive transition programme which is tailored to individuals as well as the needs of group and whole classes and which includes such as :

• bringing groups of children from different schools together for project work to help them build relationships with their future peers.
• work around road safety with help from the city council road safety team
• visits to high schools – for both parents and pupils, including coffee mornings for parents
• practising bus journeys
• a PSHE transition programme

Zone mentors work closely with the LA Diversity and Inclusion team and colleagues within this team now support pupils from non-Zone schools in the area so that, together, they make sure no vulnerable child is left out. 
A strong relationship has been built with a voluntary sector housing agency which supports some of the most vulnerable families in the area and this year, the mentors are also offering support to pupils in the PRU, enabling them to join in transition programmes with their future peers.
Contact is maintained with all vulnerable Year 6 pupils during the summer holidays.  Activity packs are given out at the end of term and children receive a weekly mailing, including puzzle and game sheets and a personalized postcard. 

Staff from other zone programmes work with the mentors and local partners, for example Manchester Museum, the city art gallery and the CLC to provide four weeks of summer school activity.  All pupils are given the opportunity to take part and receive reminder notes and phone calls when their turn to participate comes round.  The programme has been refined year on year.  Co-operative working and trust between the many staff involved has steadily grown and practices have been evaluated, developed and streamlined, in order to offer the very best support we can to children. 

High school Head Teachers believe that this year their schools all experienced the smoothest and most successful beginning for Year 7 pupils that they have ever known.