Information on the transition period between Village Infants School and William Ford

The transition from key stage 1 at Village Infants School to key stage 2 at William Ford C of E Junior School is a carefully orchestrated process, rooted in a shared ethos. Both institutions are dedicated to ensuring pupils acquire the knowledge, skills, and ambition for their future, shaped by a deep understanding of the local area they serve, in order that pupils my flourish and thrive in future employment and life. This commitment extends to fostering inclusion for all pupils, including those with disadvantages and special educational needs and disabilities (SEND).

The curriculums at both schools are designed to be progressive: providing a structured and evolving learning experience. Despite differences in leadership structures, leaders and teachers from both institutions meet regularly to review work, discuss schemes, and observe practices within each other’s settings. This collaborative approach promotes a dynamic and well-rounded educational experience for the students. Both schools actively work towards ensuring that children not only excel academically but also develop strong language and vocabulary skills. This emphasis is crucial in preparing students for the challenges and opportunities they will encounter as they progress through their education. The use of the Little Wandle phonics programme is consistent in both our institutions, ensuring a standardised approach to language development. Immediate support is provided at William Ford for students who have not passed the Year Two phonics recheck, maintaining a continuous focus on foundational skills.  Additionally, a maths mastery approach is implemented across both schools, emphasising a deep understanding of mathematical concepts and ensuring that reasoning and fluency skills developed in key stage one continue to embed and develop through key stage two.

Recognising the importance of providing adequate support for SEND, both schools worked collaboratively to install new provisions within the shared-use sports hall complex. This joint effort underscores our commitment to inclusivity and ensures that every child, regardless of their circumstances, receives the necessary support to thrive in their educational journey.

Governance plays a pivotal role in the transition process. Sharing a governor, and having the deputy head teacher of William Ford serve on the governing body at Village Infants, ensures a cohesive and consistent approach at the governance level. This collaboration strengthens the bridge between the two stages of education, promoting a smooth transition for pupils.

Safeguarding is a shared priority for both schools, particularly given the overlapping families across the settings. Concerns are addressed in accordance with GDPR, and designated safeguarding leads (DSLs) meet regularly to ensure a comprehensive and proactive approach to student welfare. The use of CPOMS and Integris MIS software further facilitates the seamless transition of pupil files, prioritising the safety and well-being of each student.  Both schools have also worked together to adopt EduKey’s ‘Provision Map’ software, ensuring that there can be continuous provision of interventions.

The transition process is not only meticulously planned but also marked by a range of events and activities. The Headteacher at William Ford takes an active role in hosting welcome events for parents and pupils, fostering a sense of community and familiarity. Assemblies at Village Infants further strengthen the connection between the two stages of education. Both Headteachers attending each other’s concerts and events reinforces the shared commitment to the students’ overall development.  There are also additional meetings within the summer term between teachers, SENDCos and safeguarding leads to ensure a comprehensive handover and smooth transition.

Beyond academics, both schools actively support the same local charity, Stand By Me, exemplifying a shared sense of social responsibility with a global focus. Pupils from both settings enjoy cross-site interactions through visits and shared Teaching and Learning reviews, fostering a sense of unity. The mutual desire to learn and improve from each other is evident in the collaborative efforts of our year two and year three teachers, who not only host new classes before the summer holidays but also visit each other’s schools to ensure a seamless transfer of pertinent information.

Both Ms. Cattle and Mr. Huntingford maintain a visible presence in and around the school site, so do approach us with questions or concerns. Our open and accessible approach reflects a commitment to transparency and collaboration in the best interest of the students.

In essence, the transition from key stage 1 to key stage 2 is not just a shift in education levels; it is a comprehensive and collaborative journey designed to nurture each child’s potential and provide a foundation for lifelong learning and success.

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