Targeted transition support for Y4 children moving to middle schools

Context, Intent and Target Group

Background Information

Transition from First School to Middle School is a significant milestone, especially for children who may face social, emotional, or confidence-related challenges. Recognising this, schools in my School Games area approached me about supporting their young people. Three middle schools collaborated to host a series of School Games-supported transition events, throughout the year, for targeted Year 4 pupils identified by their current schools, as likely to benefit from additional early intervention. 

What was the aim of work?

The events aimed to use sport and physical activity as a medium to build confidence, forge friendships, and promote a positive connection with their future schools. 

Aims of the Transition Events

• To provide Year 4 pupils with early, positive experiences of middle school environments.
• To reduce anxiety and build familiarity with future peers, staff, and settings.
• To use inclusive sport and physical activity to develop key social and emotional skills.
• To promote values such as teamwork, respect, and resilience aligned with the School Games mission.

Which outcome(s) did it focus on?

• 3. To have a clear focus on secondary school engagement and transition points

Which expectation(s) did it meet?

• Using local insight and youth engagement to identify young people and schools that would most benefit from a targeted School Games offer.
• Developing a case study to show where you have made the most impact against local priorities, and through effective storytelling share your learning locally and nationally.
• Identify schools that are not engaged and developing strategies to improve this.
• Work intensively with a minimum of two low engagement schools to improve their understanding, engagement and access of the School Games offer.

Community links

• SEND leads / SENCO

Intent

This two-year project was developed to enhance transition experiences for Year 4 pupils through the power of sport and physical activity. Each academic year focused on a distinct geographical area and targeted need, with the overall aim of supporting children—particularly those who may be vulnerable or anxious—through early, meaningful engagement with their future middle schools.

Year 1 – Rothbury and Rural Engagement The first year of the project focused on schools in the rural Rothbury area, where engagement in School Games had historically been limited. The objective was to encourage local first schools to participate in regular school sport activities and build stronger links with their middle school beyond the traditional, single transition event held annually.

• Three local feeder schools took part in a series of four sports activity events hosted by the middle school throughout the year.
• Events were inclusive and open to all Year 4 pupils (and some younger year groups).
• All events were supported by the middle school's Sports Leaders and Head of PE, helping to create a welcoming and aspirational environment for pupils.

Year 2 – Morpeth and Targeted Support The second year of the project shifted focus to middle schools in the Morpeth area, with events designed for more targeted cohorts—specifically children with SEND, those experiencing anxiety, and those displaying behavioural concerns.

• Collaboration involved two middle schools, with input from SENDCOs, Heads of Year 5, and Sports Leaders to ensure events were appropriate and supportive.
• Two transition events were delivered: one in November and one in May, to provide both early exposure and follow-up familiarity before September transition.
• Activities were carefully chosen to promote confidence, emotional safety, and inclusion, helping to ease fears and strengthen early relationships with staff and peers.

Target group

• Behavioural Challenges
• SEND
• A cognitive disability (e.g. problems thinking or remembering)
• A mental health or emotional disability (e.g. problems with mood)
• A communication or social relationships disability (e.g. autism, Asperger's, ADHD)
• Targeted Groups of Young People

Aligns to Schools Games Intents of:

• Supporting transition

Implementation

Year 1 – Rothbury Area: Broadening Participation and Skills In the first year, the project delivered a series of four inclusive sporting events for Year 4 pupils from three rural first schools. Each event was hosted by the local middle school and linked to School Games formats already being delivered in other parts of the County, ensuring consistency and familiarity with wider sporting opportunities. The four events were:

• Tag Rugby Festival – Introduced pupils to team-based invasion games, focusing on basic skills, cooperation, and movement.
• Dodgeball Festival – Promoted agility, spatial awareness, and teamwork in a fun, high-energy environment.
• Gymnastics Festival – Focused on balance, coordination, and body control, helping pupils build confidence through individual and group challenges.
• Quad Kids Athletics Competition – Provided opportunities to try out multiple track and field events, introducing elements of personal bests and healthy competition.

Each event prioritised engagement over competition, with a focus on learning new skills, building positive associations with sport, and increasing familiarity with the middle school environment. All festivals were supported by trained Sports Leaders and the Head of PE, fostering a positive, aspirational atmosphere for younger pupils.

Year 2 – Morpeth Area: Targeted Transition Support In the second year, the project took a more targeted approach to transition by supporting pupils with additional needs, including SEND, anxiety, and behavioural challenges. Two bespoke transition events were delivered in partnership with two middle schools and their pastoral and SEND teams.

• Event 1 (November) – A Multi-skills festival designed to develop fundamental movement skills, encourage active participation, and begin building familiarity with School Games competition formats. The event also introduced Boccia, a fully inclusive, strategic sport that engaged pupils of all abilities and provided a calm, confidence-building environment.
• Event 2 (May) – A more exploratory and cross-curricular experience featuring: Archery – Focusing on concentration, fine motor skills, and self-regulation. Orienteering – Used to explore school grounds and promote navigation, teamwork, and confidence in a new environment. Enrichment activities – Pupils took part in craft sessions and visited the school library, working alongside school staff and beginning to feel part of the wider school community.

Each session was carefully planned to create a safe, inclusive, and supportive space, allowing pupils to develop relationships with staff, peers, and the physical school environment well ahead of their transition in September.

Impact

Feedback gathered from pupils, visiting school staff, and middle school staff showed:

• Increased confidence: Pupils reported feeling more comfortable about moving to middle school.
• Social connections: Many children formed early friendships with peers from other schools.
• Staff insights: Middle school staff gained early knowledge about the pupils, helping to plan for a smoother transition in September.
• Positive engagement: Pupils enjoyed the activities and associated middle school with fun and inclusion.

One teacher commented: “My child was very anxious about moving schools, but after the event, they couldn’t stop talking about the games they played and the new friends they made. It’s made a huge difference to their outlook.”

One Head of Year commented: 

" This has been a fantastic opportunity to meet some of our more vulnerable young people in a more relaxed environment. Traditionally, transition days are so busy so having these opportunities earlier ,with the students who will benefit from it most ,has been really appreciated. " 

Challenges

While the project achieved many positive outcomes, several challenges emerged—particularly during the second year of delivery.

The most significant issue was lower-than-expected participation in some of the targeted transition events. A key contributing factor was the limited availability of certain local schools to attend, often due to staffing constraints, transport difficulties, or clashes with internal school timetables. This impacted both the size and diversity of pupil groups at some events, especially those intended for more vulnerable children who would have benefitted from broader peer interaction.

Despite proactive communication and flexible planning, it became clear that scheduling and logistical barriers remain a challenge when working across multiple schools with differing priorities and resources. This highlighted the need for earlier planning, stronger school buy-in, and more sustainable models of transition activity that are embedded into school calendars well in advance.

Nonetheless, the smaller group sizes did offer some unanticipated benefits, particularly for pupils with SEND or anxiety, who were able to engage more comfortably in quieter, less overwhelming environments.

Sustainability

Given the success of this initiative, the partnership aims to:

• Make these transition events an annual fixture in the School Games calendar.
• Develop a targeted sports mentoring programme where older pupils continue to support transition pupils into Year 5.
• Expand opportunities for physical activity to support well being during the first term of middle school.

Top tips