Across the United Kingdom there is considerable variation in the systems and curriculum during the ages of compulsory education. In recent years there has been high quality work and research regarding transition between primary and secondary phases in Scotland. These experiences are being used by the partners and in particular the research of Bob Blackledge. This study however, focuses on the experiences of two clusters of schools in England, which system currently shares the same legal framework as Wales.

In summary children in England and Wales begin compulsory education after their fourth birthday. At this time they follow an early years development programme focusing on Early Learning Goals.

Following this period in reception, children begin the programme of 11 years of compulsory education following the National Curriculum as required statutorily. This sets out a series of agreed programmes of study and attainment targets across a broad range of subjects. This range at primary level includes English, mathematics, science, ICT and R.E as core subjects and art, design technology, geography, history, music and P.E as foundation subjects. At secondary school a modern foreign language is also studied. There are also a number of other aspects that are studied and that have variable status in law, both in expectation and across phase. This includes citizenship, environmental education, economic and industrial understanding to name but three.

The system is divided into two distinct phases; Primary 4-11years old; Secondary 11-16 years

This however, is further subdivided into four Key stages of which the first two are primary. The end of each key stage is marked by national assessments (mainly tests) that are reported locally and nationally by school.

Within this general situation there are many variations and considerable complexity arises. Within some areas the primary phase is divided into separate schools for Infant pupils (4-7 years) and junior pupils (7-11). For others there is no such division and through primary schools exist. Within some areas both systems co-exist.

In a few areas some schools exist that cross the normal transfer age (Middle Schools) and these may possess children who elsewhere would be educated at primary school alongside those who would be in the secondary phase.

Further complication exists within the variety of contexts found in the system. Some schools are based on religious denomination, others at the secondary level on selection by aptitude or gender.

The Lipss project however concerns itself with the general problems associated with transfer from the primary to secondary phase at or about the age of 11years, and particularly focuses on attempts to overcome the well documented problems and issues that include;

•     Under achievement on transfer

•     Regression following transfer

•     Establishing a continuous curriculum

•     Confidence in standards

•     Continuity in teaching styles and methodology

•     Fresh start approaches

The UK Clusters

Within the project two clusters of schools exist in two Local Education Authorities operating in quite different contexts. Hackney is an inner London area with a high level of social deprivation, ethnic mix, and considerable refugee levels. Swindon is a town (seeking city status) between London and Bristol, characterized by low unemployment, relative wealth and prosperity. Both Hackney and Swindon contain areas with considerable contrasts that do not match the generalizations.

A key difference between the two areas however, is the policy on admissions and transfer. Within Swindon there exists a system of designated schools, whereby the pupils from a given primary school automatically transfer to a known and associated secondary school. Parents have the right to express a preference for an alternative school and children may and do transfer to non-designated secondary. However, the vast majority transfer to the designated school (over 90% in the project primary school). Within Hackney however, there is no such system and pupils transfer from a single primary school to many secondary schools.

As a consequence of these differences the two projects have focused on different aspects of transfer. The Hackney cluster has focused on the transfer of information between phases. The Swindon cluster’s focus has been on the role of peer mentoring in induction and the development of joint work in mathematics, science, ICT and technology as the secondary school establishes its technology college status.