The move from primary to secondary school is one of the most important stages in a child’s education. But for some children, it can also be one of the most stressful.

The current cohort of Year 6 and Year 7 pupils are experiencing a school transition like no other. Those who started secondary school last September were not able to visit their new ‘big school’ in advance. And when they did finally get there, most had only a term with their teachers and classmates before they had to return to home schooling. Similarly, those starting secondary school this autumn will do so without many of the normal preparations, and additional support may be needed to ensure their journey to the next phase of education runs smoothly.

These already challenging circumstances are further compounded by wider issues related to the pandemic. Those from more disadvantaged backgrounds have often been learning in less-than-ideal environments. They may have lost relatives to the pandemic. Their parents may have lost their jobs. They may even have been subjected to abuse. The attainment gap which pre-dated the crisis has become wider over lockdown and many teachers are worried at the academic, social and emotional impact of such a prolonged period out of school.

This is the prospect facing teachers as children returned to school this month. But with so much focus on “catching up” will there be time to consider the mental health and wellbeing of these children?

Debi Bailey, CEO of a group of schools in Newcastle’s East End, says the past year has confirmed the importance of transition, particularly in relation to pastoral care.

“I think transition is more important than ever and we’ve really got to get it right,” she says. “Yes, the learning is key, and they’ve got to have the ability to access the learning when they go into secondary, but for me it’s about relationships, interpersonal skills, resilience, independence and confidence. These are the elements that are most important.”

Debi’s schools have recently received funding from SHINE for a three-year project that aims to tackle some of the problems that can be heightened by a move between schools. The work will begin as soon as children are back at school.

The project will assess children in Years 4 to 7, to gauge their attitudes to themselves and their learning. A psychometric tool – Pupil Attitudes to Self and School (PASS) – will be used to spot attitudinal or emotional issues in children.

“It will help us identify fragile learners and discover hidden barriers to learning,” says Debi. “Some pupils may have become disengaged and lost their confidence, others may have been through a period of heightened anxiety. PASS will enable us to measure these attitudes, so we can offer the most appropriate pastoral support.”

Tailored interventions will be introduced for children depending on their individual needs and the curriculum may be adapted to better suit their requirements.

“It’s about the much earlier identification of young people who are struggling a little bit with their self-confidence, or their social skills, etc,” explains Debi. “It also enables us to be much more proactive in the support that we put in place.”