How can primary schools prepare vulnerable pupils for transition to secondary school?

Prepare for the actual demands of secondary school, rather than relying on a general visit and information booklet. Identify what the pupil needs to understand, practise and communicate, and ensure the receiving school knows how to provide effective support.

Map the demands with the pupil

Discuss moving between rooms, several teachers, equipment, homework, lunch, transport and peer groups. Ask which parts feel manageable and which are uncertain. A pupil who enjoys lessons may still worry about toilets or finding somewhere safe at break. Include strengths and preferred supports rather than describing the child only as vulnerable.

Share practical information securely

Primary and secondary staff should exchange a concise account of learning access, communication, successful adjustments and any specified provision. Explain what adults actually do and how the pupil uses it. A list of diagnoses or interventions without delivery details is insufficient. Use agreed information-sharing routes and include family and pupil perspectives.

Practise the important routines

Arrange familiarisation that addresses the pupil’s questions: finding a room, locating a trusted adult or following a sample timetable. Use photos or maps if they are understood and current. Rehearse how to ask for help when a route or adult changes. Avoid expecting the pupil to learn the entire site in one crowded visit.

Illustration: a lunchtime concern

A pupil is comfortable discussing lessons but worries about paying for food and choosing a seat. Staff practise the lunch sequence during a visit and agree who will help during the first days. Receiving staff check whether that arrangement works in the real crowd, rather than assuming the quiet rehearsal resolved the issue.

Plan continuity after arrival

Name a coordinating adult, provide a way to raise concerns and agree an early review. Ensure classroom support starts immediately where needed. A transition booklet should support communication, not replace relationships or teaching. Maintain required provision; a new setting does not erase it.

Review experience, not merely arrival

Check lesson access, belonging, comfort and support use. Ask about fatigue and recovery at home. Adjust the plan when real demands differ from the prediction. EHCP phase-transfer procedures and deadlines require separate attention; the related guide explains that process. This article addresses practical preparation for a broader group of pupils.