Information requests were made to the two local authorities for the numbers of pupils
in each secondary school in the LA and their feeder primary schools. This
information was used to select prospective case study schools by identifying the
principal feeder primary schools for each secondary school. The decision was made
to avoid selecting Specialist Language Colleges (SLCs). At the time there were
estimated to be around 198 schools with SLC status (Specialist Schools and
Academies Trust, 2009), representing only a small proportion of England’s 3310
state funded secondary schools (DfE, 2011). Unlike schools without specialist status,
Specialist Schools were required to forge links with a ‘family’ of five other schools
and many do so with primary schools (Fisher, 2011). This meant that the level of
primary-secondary school liaison was likely to be higher than in non-specialist
schools and, for these reasons, the decision was made to exclude SLCs from the
study. Two secondary schools were identified in each LA and letters were sent to the
Head of Languages in each school to seek their agreement to participate in the study
(the secondary school invitation letter is supplied in Appendix 1). After the
agreement of each secondary school was obtained, letters were sent to the three main
feeder primary schools (though the case study design was later amended to include
only two primary schools in each case, as discussed below) inviting them to
participate in the study (see Appendix 2 for the primary school invitation letter).
119 primary schools for declining the opportunity to participate was the limited amount
of time available with Year 6 pupils in the summer term following the SATs
(national examinations).
For each case, the primary schools were approached in order of the number of pupils
transferring at the end of Year 6 to the secondary school and this meant that for
certain cases only a very small number of pupils from the participating primary
schools transferred to the secondary school in the study. For example, only 15.9%
(13/82) of the PS1A Year 6 cohort transferred to SS1. Overall, only 29.6% (29/98)
of pupils completing the Y7 summer questionnaire had attended one of the six
primary schools in the study. Furthermore, only 4.18% (14/335) of pupils completed
the questionnaires at each of the three data collection points: Year 6, Year 7 autumn
and Year 7 summer. This means that it was not possible to track the pupils through
from Year 6 to the end of Year 7 and this affected the nature of the study.
It also proved difficult to identify mutually convenient times with the primary
schools to administer the questionnaires and to conduct the pupil and teacher
interviews. As a result, the decision was made to reduce the number of primary
schools within each case to two. Therefore, each case comprised two primary
schools and one secondary school, as illustrated above (Figure 3.2).
The primary schools were selected purposefully on the basis of the LA data. The
aim was to maximise the number of pupils in the study who would transfer from a
120 primary schools were selected according to the numbers of pupils who had
transferred to the participating secondary school in the previous academic year. This
means the characteristics of the schools were very different (contextual information
is provided below). The following background information was summarised from
the schools’ Ofsted inspection reports, the DfE school performance tables (DfE) and
interviews with the languages coordinator or a language teacher. This information is
provided so that the reader can conjure a picture of the setting and of the attainment
of the pupils in the setting.
Where available, policy documents at school, LA and national levels were
scrutinised to complement the literature review and supplement evidence gathered by
other data collection methods (Bell, 2001); namely the pupil teacher questionnaires
and interviews. These documents provided evidence of processes and mechanisms
undertaken by schools and were the subject of discussion with teachers as well as the
basis of pupil and teacher experience. However, they are not a primary source of
121
3.8.1 Case 1
3.8.1.1 Case 1 Secondary School 1 (SS1)
Type of school Secondary
School category Foundation
Age range of pupils 11–18
Gender of pupils Mixed
Gender of pupils in the sixth form Mixed
Number of pupils on the school roll 1063
Of which, number on roll in the sixth form 167
Overall effectiveness (Ofsted, 2008e) 2
Achievement and standards (Ofsted, 2008e) 2
Teaching and learning (Ofsted, 2008e) 2
Capacity to improve (Ofsted, 2008e) 2
Percentage of pupils gaining 5 GCSEs at grades A*-C (DfE, 2011)
41%
Number of feeder primary schools in 2010 26
Number of pupils who transferred from PS1A in 2010 Percentage of 2010 Year 7 intake from PS1A
13 7.1% Number of pupils who transferred from PS1B in 2010
Percentage of 2010 Year 7 intake from PS1B
20 10.9% Number of pupils who joined Year 7 in 2010 183
Figure 3.3: Overview of Case 1 Secondary School (SS1) – summary of school performance and inspection data.
Secondary School 1 (SS1) is a larger than the average sized secondary school.
Around 64% of students are from White British backgrounds, the remainder
representing a variety of different ethnic heritages. Students of Indian backgrounds
form the largest single minority ethnic group, comprising around 20%. The
proportion of students known to be eligible for free school meals is above average
and the proportion of students identified as having special educational needs and/or
disabilities is high, while the number with a statement of special educational needs is
average for the size of school (Ofsted, 2008e). The school became a specialist
technology college in 1997 and its Ofsted report (Ofsted, 2008e) does not mention
122
3.8.1.2 Case 1 Primary School A (PS1A)
Type of school Primary
School category Community
Age range of pupils 3-11
Gender of pupils Mixed
Number of pupils on the school roll 696
Overall effectiveness (Ofsted, 2008a) 2
Achievement and standards (Ofsted, 2008a) 2
Teaching and learning (Ofsted, 2008a) 2
Percentage achieving Level 4 or above in English and Maths SATs (DfE, 2011)
91% Number of secondary schools Year 6 pupils who
transferred to SS1 in 2010
11 Number of pupils who transferred in 2010 to SS1
Percentage of 2010 Year 6 cohort who transferred to SS1 13 15.9%
Figure 3.4: Overview of Case 1 Primary School (PS1A) – summary of school performance and inspection data.
Primary School 1 (PS1A) is a very large primary school situated in the outskirts of a
city. The school’s Ofsted report (Ofsted, 2008a) notes that it is a good school with significant outstanding features. This popular school attracts more than half of the
pupils from outside its catchment area. Ofsted also reported that the children achieve
above average standards by the time they leave Year 6. According to data from the
school, 14.5% of pupils speak English as an additional language, 18% of pupils have
special educational needs and 10% are eligible for free school meals. The Ofsted
report (Ofsted, 2008a) does not mention transience, nor was transience raised in the
123
3.8.1.3 Case 1 Primary School B (PS1B)
Type of school Primary
School category Community
Age range of pupils 3-11
Gender of pupils Mixed
Number of pupils on the school roll 304
Overall effectiveness (Ofsted, 2008b) 3
Achievement and standards (Ofsted, 2008b) 3
Teaching and learning (Ofsted, 2008b) 3
Percentage achieving Level 4 or above in English and Maths SATs (DfE, 2011)
73% Number of secondary schools Year 6 pupils who
transferred to SS1 in 2010
7 Number of pupils who transferred in 2010 to SS1
Percentage of 2010 Year 6 cohort who transferred to SS1 20 55.6%
Figure 3.5: Overview of Case 1 Primary School (PS1B) – summary of school performance and inspection data.
PS1B is a larger than average primary school located in the suburbs of a city.
Almost half of the pupils are from White British backgrounds and the rest are from a
wide variety of other heritages. The number of pupils from ethnic minority groups is
well above average as is the proportion of pupils who speak English as an additional
language (54%). The number of pupils eligible for free school meals is much higher
than the national average (33%). The proportion of pupils with learning difficulties
and/or disabilities is higher than average (31%) although the number with a
statement of special educational needs is average. Overall, the proportion of girls in
the school is well above average; however, in the class in the study, the reverse was
true as only 29% of pupils in the Year 6 class were girls. The school has a high rate
of transience and the proportion of pupils who join or leave partway through their
education is much higher than average, as acknowledged in the school’s inspection report (Ofsted, 2008b).
124
3.8.2 Case 2
3.8.2.1 Case 2 Secondary School (SS2)
Type of school Secondary
School category Voluntary aided
Age range of pupils 11–19
Gender of pupils Mixed
Gender of pupils in the sixth form Mixed
Number of pupils on the school roll 787
Overall effectiveness (Ofsted, 2008f) 2
Achievement and standards (Ofsted, 2008f) 2
Teaching and learning (Ofsted, 2008f) 2
Percentage of pupils gaining 5 GCSEs at grades A*-C (DfE, 2011)
60%
Number of feeder primary schools in 2010 32
Number of pupils who transferred from PS2A in 2010 Percentage of 2010 Year 7 intake from PS2A
23 13.6% Number of pupils who transferred from PS2B in 2010
Percentage of 2010 Year 7 intake from PS2B
36 21.3% Number of pupils who joined Year 7 in 2010 169
Figure 3.6: Overview of Case 2 Secondary School (SS2) – summary of school performance and inspection data.
SS2 is a smaller than average school located in the suburbs of a city in the Midlands.
It gained specialist humanities college status in 2006. According to the school’s Ofsted report, (Ofsted, 2008f) the percentage of pupils known to be eligible for free
school meals is similar to the national average and the percentage of pupils from
minority ethnic groups is above average. Most pupils have English as their first
language. The percentage of pupils with special educational needs and/or disabilities
is below average. The majority of pupils travel to school by bus from outside of the
school's immediate neighbourhood. The 2008 Ofsted report (OFSTED, 2008f) noted
125 average results. It did not mention transience – an issue which was not raised in the
teacher interview.
3.8.2.2 Case 2 Primary School A (PS2A)
Type of school Primary
School category Voluntary aided (RC)
Age range of pupils 3-11
Gender of pupils Mixed
Number of pupils on the school roll 319
Overall effectiveness (Ofsted, 2008c) 3
Achievement and standards (Ofsted, 2008c) 3
Teaching and learning (Ofsted, 2008c) 3
Percentage achieving Level 4 or above in English and Maths SATs (DfE, 2011)
81%
Number of secondary schools Year 6 pupils transferred to SS2 in 2010
7
Number of pupils who transferred in 2010 to SS2 Percentage of 2010 Year 6 cohort who transferred to SS2
23 52.3%
Figure 3.7: Overview of Case 2 Primary School (PS2A) – summary of school performance and inspection data.
PS2A is a larger than average inner-city primary school. It serves an area of cultural
diversity and almost 40% of pupils have English as an additional language, with
about half of these at the early stages of learning to communicate in English. About
40% of the pupils are eligible for free school meals, which is over twice the national
average. Of these pupils, many are of Black African heritage and a French speaker is
employed by the school to provide regular support. The proportion of pupils with
special educational needs and/or disabilities is above the national average and most
of these pupils have general learning difficulties. The Ofsted inspection report
126 induct pupils into school and ensure a smooth transition to the secondary phase of
education.
3.8.2.3 Case 2 Primary School B (PS2B)
Type of school Primary
School category Voluntary aided
Age range of pupils 3-11
Gender of pupils Mixed
Number of pupils on the school roll 443
Overall effectiveness (Ofsted, 2010a)) 3
Capacity for sustained improvement (Ofsted, 2010a) 3 Percentage achieving Level 4 or above in English and Maths SATs (DfE, 2011)
74%
Number of secondary schools Year 6 pupils transferred to SS2 in 2010
5
Number of pupils who transferred in 2010 to SS2 Percentage of 2010 Year 6 cohort who transferred to SS2
36 73.5%
Figure 3.8: Overview of Case 2 Primary School (PS2B) – summary of school performance and inspection data.
PS2B is a larger than average voluntary aided (RC) primary school located in a
suburb of a Midlands city. The school is located in one of the city’s more affluent areas and 10% of pupils are eligible for free school meals. The proportion of pupils
with special educational needs (12.8%) is similar to the national average. According
to the school, the proportion of pupils who speak English as an additional language
was approximately 13%. The school’s latest Ofsted report (Ofsted, 2010a) does not
127
3.8.3 Case 3
3.8.3.1 Case 3 Secondary School (SS3)
Type of school Secondary
School category Comprehensive
Age range of pupils 11–18
Gender of pupils Mixed
Gender of pupils in the sixth form Mixed
Number of pupils on the school roll 1330
Overall effectiveness (Ofsted, 2006) 2
Achievement and standards (Ofsted, 2006) 2
Quality of provision for teaching and learning (Ofsted, 2006)
2
Percentage of pupils gaining 5 GCSEs at grades A*-C (DfE, 2011)
70%
Number of feeder primary schools in 2010 33
Number of pupils who transferred from PS3A in 2010 Percentage of 2010 Year 7 intake from PS3A
46 15.5% Number of pupils who transferred from PS3B in 2010
Percentage of 2010 Year 7 intake from PS3B
31 10.5% Number of pupils who joined Year 7 in 2010 296
Figure 3.9: Overview of Case 3 Secondary School (SS3) – summary of school performance and inspection data.
SS3 is an oversubscribed specialist science college situated in a town of social and
economic prosperity. The proportion of students from minority ethnic backgrounds
is slightly above average as is the number of students who speak English as an
additional language. The proportions of students eligible for free school meals and
those with special educational need are below average. The school’s Ofsted report
(Ofsted, 2006) does not mention transience, nor was this issue raised in the teacher
interview. The school receives pupils from two towns and has two main feeder
128
3.8.3.2 Case 3 Primary School A (PS3A)
Type of school Primary
School category Community
Age range of pupils 4-11
Gender of pupils Mixed
Number of pupils on the school roll 427
Overall effectiveness (Ofsted, 2007) 2
Achievement and standards (Ofsted,2007) 2
Quality of provision for teaching and learning (Ofsted, 2007)
2
Percentage achieving Level 4 or above in English and Maths SATs (DfE, 2011)
83%
Number of secondary schools Year 6 pupils transferred to SS3 in 2010
5
Number of pupils who transferred in 2010 to SS3 Percentage of 2010 Year 6 cohort who transferred to SS3
46 74.2%
Figure 3.10: Overview of Case 3 Primary School A (PS3A) – summary of school performance and inspection data.
PS3A is a large primary school located in a socially and economically advantaged
town in the West Midlands. Most pupils come from a White British background
with 11% of pupils speaking English as an additional language. The proportion of
pupils with special educational needs and/or disabilities (18%) is below average.
The proportion of pupils known to be eligible for free school meals (11%) is also less
than average. The school’s Ofsted report (Ofsted, 2007) does not mention transience,
129
3.8.3.3 Case 3 Primary School B (PS3B)
Type of school Junior
School category Voluntary controlled
Age range of pupils 7-11
Gender of pupils Mixed
Number of pupils on the school roll 201
Overall effectiveness (Ofsted, 2008d) 2
Achievement and standards (Ofsted, 2008d) 2
Quality of provision for teaching and learning (Ofsted, 2008d)
2
Percentage achieving Level 4 or above in English and Maths SATs (DfE, 2011)
89%
Number of secondary schools Year 6 pupils transferred to SS3 in 2010
5
Number of pupils who transferred in 2010 to SS3 Percentage of 2010 Year 6 cohort who transferred to SS3
31 62%
Figure 3.11: Overview of Case 3 Primary School B (PS3B) – summary of school performance and inspection data.
PS3B is a voluntary controlled Church of England junior school located in the
suburbs of a socially and economically advantaged town in the Midlands. It is
smaller than the average primary school and nearly all pupils (93%) speak English as
their first language. The proportion of pupils with special educational needs and/or
disabilities (24%) is higher than average as it the proportion of pupils known to be
eligible for free school meals (16%). The school’s Ofsted report (Ofsted, 2008d)
130
3.8.4 Case 4
3.8.4.1 Case 4 Secondary School (SS4)
Type of school Secondary
School category Comprehensive
(Voluntary aided)
Age range of pupils 11-18
Gender of pupils Mixed
Number of pupils on the school roll 1145
Overall effectiveness (Ofsted, 2009b) 3
Capacity to improve (Ofsted, 2009b) 3
Percentage of pupils gaining 5 GCSEs at grades A*-C (DfE, 2011)
58%
Number of feeder primary schools in 2010 36
Number of pupils who transferred from PS4A in 2010 Percentage of 2010 Year 7 intake from PS4A
13 7.2% Number of pupils who transferred from PS4B in 2010
Percentage of 2010 Year 7 intake from PS4B
19 10.5%
Number of pupils who joined Year 7 in 2010 181
Figure 3.12: Overview of Case 4 Secondary School (SS4) – summary of school performance and inspection data.
According to the school’s Ofsted report (Ofsted, 2009b) and information supplied by the school, SS4 is a larger than average (voluntary aided Roman Catholic)
comprehensive school. Pupils transferred to the school from 36 feeder primary
schools located across a wide geographical area. A small minority of pupils come
from ethnic minority backgrounds and the majority of students are drawn from more
socially and economically advantaged households than the national average. The
number of students with a statement of special educational needs is slightly higher
than average but the overall number of students with SEN is broadly average. SS4 is
a specialist technology and arts college. The school’s Ofsted report (Ofsted, 2009b) does not mention transience, nor was this issue raised in the teacher interview.
131
3.8.4.2 Case 4 Primary School A (PS4A)
Type of school Primary
School category Community
Age range of pupils 3-11
Gender of pupils Mixed
Number of pupils on the school roll 196
Overall effectiveness (Ofsted, 2010b) 3
Capacity for sustained improvement (Ofsted, 2010b) 3 Percentage achieving Level 4 or above in English and
Maths SATs (DfE, 2011)
61% Number of secondary schools Year 6 pupils transferred
to SS4 in 2010
5 Number of pupils who transferred in 2010 to SS4
Percentage of 2010 Year 6 cohort who transferred to SS4 13 59.1%
Figure 3.13: Overview of Case 4 Primary School A (PS4A) – summary of school performance and inspection data.
PS4A is an average-sized primary school with a slightly higher than average
proportion of pupils from a minority ethnic background or who speak English as an
additional language. Approximately one third of pupils have a special educational
needs and/ or disabilities and the proportion of pupils with a statement of special
needs is slightly higher than average. The school also has a specialist base for pupils
with speech and language disorders. The school’s latest Ofsted report (Ofsted,
132
3.8.4.3 Case 4 Primary School B (PS4B)
Type of school Primary
School category Community
Age range of pupils 4-11
Gender of pupils Mixed