Cluster Transition Plan


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Newport and Chepstow Catholic Schools Group

Newport Catholic Cluster Vision for a Seamless Learning Pathway
This vision represents a joint agreement between the following schools:

Our main purpose is to foster the common bond of the Catholic Faith, which exists between the schools and to serve the Catholic and the wider Christian Community by helping children to develop their relationship with Jesus Christ. Our Cluster Transition Plan for first cohort Year 6 2022/2023 has been co-constructed and approved by our Governing Bodies and published on 1st September 2022. As a family of schools, we are committed to developing a seamless learning pathway for our pupils which:

  • maintains and builds upon the momentum previously established
  • ensures appropriately high expectations of what every pupil can achieve
  • secures continuity and progression in the planning and delivery of the curriculum
  • promotes the development of the key skills of literacy, numeracy and digital competency
  • continually improves the quality of teaching and learning through partnership and the sharing of pedagogical practice
  • builds pastoral links which are in place to meet every pupil’s personal and social needs.

We want our pupils to feel that they are:

  • socially prepared for the transfer to their new school
  • happy and secure in their new school
  • transitioning across the continuum in a natural, smooth and almost seamless manner
  • moving on and progressing in their education
  • recognised for their academic, personal, cultural and sporting achievements or aptitudes.

Our agreed aims are to:

  • promote the continuity of education across the continuum
  • develop and support cross phase work
  • facilitate greater staff awareness of other phases, especially its practice and methodology as well as the pupil experience
  • prepare Year 5 and 6 pupils for the transfer experience
  • identify and target specific support at those pupils considered to be vulnerable
  • ensure proper availability and use of pupil transfer data
  • inform parents/carers/families of the transfer process
  • design a common strategy to convey the importance of Catholic education to all sectors of our community.

The implementation of the above aims fundamentally rely upon the development of a common educational philosophy in which no one partner is any more or less important than another. When developing and evaluating our work, schools will focus on a variety of transitional competencies in order to meet the needs of learners and provide engaging and rewarding opportunities. This will ensure the programme has the necessary skill sets, qualities and ingredients for successful transition in:

  • Expressive Arts
  • Humanities
  • Health and Wellbeing
  • Language, Literacy and Communication
  • Mathematics and Numeracy
  • Science and Technology

In turn, our work will help all cluster schools achieve our collective aims of nurturing young people who demonstrate the following qualities:

  • Happy pupils, who show confidence in their approach to education, are excellent attendees, demonstrate outstanding behaviour, have a healthy approach to their lives and through strong friendships/ fellowship are positive role models and contributors to our immediate and wider community.
  • Safe and secure, thanks to excellent care, support and guidance, they are able to support themselves and one another in school, at home and within the wider community.
  • Motivated individuals, pupils who want to be the best they can be, are prepared to work hard/ play hard, have future aspirations and demonstrate eagerness, drive, commitment, dedication and are ‘contributors not takers’.
  • Passionate pupils, demonstrating commitment to their faith and culture, individuals who have many opportunities to take part in hobbies, sport, music, art and show a love of learning.
  • Independent individuals who are researchers, teachers, thinkers and workers, pupils who regularly demonstrate initiative, exhibit leadership skills and ‘know how to’ or ‘know where to’.
  • Number and word literate, pupils who are confident in the use of, strong in the understanding of and can apply across the curriculum.
  • Team players who have a community spirit which embraces the gospel values, and are valuable members of society who demonstrate high quality employability skills (LORIC).
  • Proud pupils who are loyal and active members of their church, school, community and nation, individuals who celebrate living in a diverse, multicultural society and possess resilience and ambition.

Cluster partnership schools will seek the views of parents, carers and pupils on the approach taken, planning review and evaluation steps.

We will also work in partnership with colleagues in the Education Achievement Service (EAS), the Archdiocese, and the Local Authority together with extended agencies and professional bodies.

Proposal Actions Monitoring Timescales Person responsible Cluster Lead
Managing and coordinating transition
  • Cluster Vision Plan 22-25 to be co-constructed and agreed July 22 SJHS to take lead on managing and coordinating transition activities which are co-constructed
  • Calendar Y6 Parent transition evening 26/6/23)
  • Calendar Y6 transition days (27+28/6/23)
  • Calendar Y5 transition day (10/7/23)
  • Half-termly cluster Headteacher meetings
  • Cluster transition arrangements to be agreed by all schools
  • Evaluation of transition activities (July 23)
  • Cluster Vision Plan 22-25 to be approved by all governing bodies
May 2022—July 2023J Ryan
T Seghiri
Y6 teachers
Ensure continuity of learning for Y6 into Y7 pupils through curriculum design and planning for teaching and learning
  • J Ryan to visit each primary school to refine understanding of content coverage offered to Y6 pupils (March-May 23)
  • J Ryan to cascade information to HoDs at SJHS to inform planning of Y7 content (May 23)
  • Establish PL lead group which meets to share appropriate pedagogical approaches (Sept 22)
  • Establish cluster teaching and learning newsletter to share pedagogical best practice
  • Shared INSET day (28/11/22) to collaborate in AOLEs on continuity of learning, and upfront delivery covering use of WalkThrus, questioning approaches, and developing formative assessment strategies in the classroom
  • Calendar meetings (June/July 23) for AOLE leads to meet to refine Progressive Learning Maps
  • SJHS to facilitate primary teachers on transition days, to complete learning walks and talks based on Sharratt’s 5 questions to see if cluster INSET has supported continuity of learning
  • Half-termly cluster Headteacher meetings
  • Half-termly PL lead meetings
  • Evaluation of Y7 learning plans
  • Evaluation of Y6 learning plans
  • PL group to disseminate research based findings in newsletter
  • PL group to evaluate impact and effectiveness of shared INSET day (28/11/22)
  • AOLE leads to share progress in use of Learning Maps and refine approach for 23/24
  • Primary teachers to use findings from learning walks and talks to inform Y6 planning and to report on impact on learning in Y7
May 2022—July 2023J Morgan
J Ryan
Curriculum leads
PL leads
Ensure each individual pupil’s progression is supported
  • AOLE leads and HoDs to meet to plan progression from Y6 into Y7 (June-July 22/May-July 23)
  • AHT Yrs7-9, new HoY and AHoY for Y7 to visit all cluster primary schools (May-June 23) to meet pupils and Y6 teacher
  • All relevant information to be shared between Y6 teacher and HoY/AHoY
  • Create shared reporting template across the cluster
  • Use of personalised assessments to assist progression awareness in Y7
  • Half-termly cluster Headteacher meetings
  • Y6 and Y7 learning plans to be evaluated so that they reflect agreements made during AOLE collaborative planning meetings
  • Transfer of information between Y6 and Y7 used to inform form groupings
May 2022—July 2023J Ryan
T Seghiri
Y6 teachers
HoY/AHoY Year 7 22/23
Ensure all learning needs and well-being needs are supported
  • Organise transition Mass for Y6 pupils (July 23)
  • Trial Mock High School Week across the cluster (June 23)
  • AHT Yrs 7-9, new HoY and AHoY for Y7 to visit all cluster primary schools (May-June 23) to meet pupils and Y6 teacher
  • All relevant information to be shared between Y6 teacher and HoY/AHoY (June-July 23)
  • Calendar new Y7 form tutor well-being meeting for parents (Sept/Oct 23)
  • Newport Live to run summer school
  • All ALN information to be shared with ALNCO at SJHS to enable enhanced transition experiences e.g., individual visits with parents/carers, (April-June 23)
  • Welcome postcards sent to identified vulnerable students throughout summer term and holidays
  • Specific transition booklet sent to identified students and Loom videos to answer questions (April—Sept 23)
  • Vulnerable students identified and invited into SJHS by D Jones at end of August to visit and tour school, to support emotional and mental well-being of pupils
  • Identified students offered bespoke sessions to include trial lessons and sporting activities after school on a Monday (June 23)
  • D Jones to create ALN booklet for new Y7 pupils for teaching staff and ALN google classroom (Sept 22)
  • Half-termly cluster Headteacher meetings
  • V Bradshaw and J Ryan to plan Mock High School Week and develop across cluster, conducting L2L and staff evaluation
  • HoY7 to evaluate effectiveness of transition in preparation for high school (Oct 23)
  • Listening to parents and pupils (Sept 23)D Jones
May 2022—July 2023J Ryan
Y6 teachers
D Jones (ALNCO)
K Burke
HoY/AHoY Year 7 22/23
Year 7 Form Tutors 22/23


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