This course is written primarily for the Year 6 to Year 7 move from primary to secondary school, the single most common and best-evidenced transition pupils face, and the one the research below is grounded in. The same five-week structure also works for a mid-year move to a different school, or for moving up to the next key stage within the same school; in either case, agree with the pupil in Week 1 which specific move this course is supporting, then treat every mention of 'the new setting' as shorthand for that move. Transition is one of the few pressure points a school can see coming, which makes it one of the few worth preparing for in advance; the effect is often more pronounced for neurodivergent and otherwise vulnerable pupils. It supports Ofsted's expectation that schools actively prepare pupils for key transition points as part of Personal Development, an area DfE and the Department of Health and Social Care have noted remains underdeveloped in policy and practice.
Objective: Pupil can name the specific transition this course is supporting, at least two specific worries, and two things the pupil is looking forward to about it.
Check-in: 1. Ask how they are feeling about the move — excited, worried, or both. 2. Both is the most common answer. Say so if they seem to think it is odd. 3. Do not reassure yet. You need the worries named before you can address them. 4. Say what happens to what they tell you: you keep notes, and the plan at the end goes to staff they agree to. If something worries you about their safety you have to pass it on, and you would tell them who to.
Input: 1. Name the specific move this course is about: primary to secondary, a mid-year move, or a new key stage. 2. Ask: 'what do you already know about the new school, and where did you hear it?' 3. Correct anything that is plainly rumour, gently — sibling stories can be years out of date. 4. Use the briefing card to say that feeling mixed about it — worried and looking forward at once — is normal. 5. Say that both columns get filled in, not just the worries.
Activity: 1. Ask: 'what are you worried about with the move?' Pupil writes each one into the worries column. 2. Ask: 'and what are you actually looking forward to?' Fill the hopes column too. 3. Push for specifics — not 'everything', but getting lost, or lunch. 4. Ask: 'which column filled up faster?'
Reflect: 1. Ask: 'which of those worries is the biggest?' 2. Tell them that is the one you will work on properly next week.
Watch for: Vague, general anxiety ('I just don't want to go') is common and can be hard to work with directly, gently help the pupil break it into specific, addressable worries over the five weeks.
Parent/carer take-home: Ask what they are most looking forward to about the move, as well as what worries them, balancing both sides helps keep the conversation from feeling one-sided.
You're seeing week 1 in full. The remaining 5 sessions, along with the printable resource packs, are available once you have an account.
Schools can start a free three-week pilot with up to 3 mentor seats and 10 pupils. No card required.