Joy o'neill 2012 report based on m sc research

MSc Learning and Teaching University of Oxford Copyright © Joy O’Neill 2012

Service Children: How do they cope with
transitions between schools?’

A report based on an MSc in Learning and Teaching
dissertation

By

Joy O’Neill

1


Introduction

My research has focused on a small rural primary school where 75% of the pupil
population are children from HM Forces families. The families experience high levels
of mobility and as a result, approximately 50% of the school population changes
every year. This occurs in addition to the normal transitions into Reception and out of
Year 6. The aim of the project was to consider the impact on Service children of
multiple transitions and the implications for their learning. The research cycle
considered the views of pupils, parents and staff as well as pupil observations, pupil
assessments and data scrutiny. As a result of the findings, a number of interventions
were designed and implemented to address the needs of pupils, parents and
teaching staff. The intended focus of all of the interventions has been to enable
children to overcome the disadvantages of frequent moves and to provide teachers
with enough information to allow them to construct appropriate learning
opportunities. Staff have shown a wide spectrum of views on the importance of pupil
transition and induction. However, the project has been generally welcomed by
parents, who viewed this as an opportunity to shine a light on an often hidden issue.

The issues faced by Service Children

Ofsted, in their 2011 survey, described Service children as a unique group.
Inspectors found that Service children faced a number of issues including: problems
with school admissions, children missing parts of, or repeating areas of, the
curriculum, poor transfer of information about pupils between schools, slow
assessment and support for Service children with special educational needs and a
general lack of awareness of Service families and their additional needs. Martin et al
(2000) discussed the unusual developmental pressures that Service children face as
a result of the unique demands of the military environment. They cited stressors
such as regular house moves, possible educational issues, friendship issues,
prolonged periods of separation from the serving parent and possible bereavement.
Attachment literature would suggest that global nomads are at risk when seeking to
develop new and secure attachments and friendships (Ender, 2002).

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How does mobility impact on Service Children?

When Service families are relocated to new areas they often face a bewildering array
of differences and inconsistency, such as encountered when moving between the
education systems of England, Scotland, Wales and Northern Ireland, and of course,
overseas locations (outside of Service Children’s Education schools). Pupils may
arrive with very little prior notice and with little or no documentation from their
previous school. Children may have gaps in their education through having missed
certain parts of the curriculum or conversely, they may have covered a particular
topic many times over. Many Service children have had thirteen - fourteen moves by
the time they reach secondary school and often for Service families the only
consistency is inconsistency (Ofsted, 2011).

In 2001, the US Army Secondary Education Transition Study carried out a detailed
piece of research that focused on three aspects associated with Army children and
transition: ‘Procedures’, the transfer and interpretation of records, ‘Policy’, the
curriculum requirements and ‘Support and Systems’, the partnership between the
schools and the units and the social and emotional needs of the student. They found
that in any move the issues of timely transfer of records are critical and that on
arrival at a new school learning is impeded as the pupils concentrate on adjusting to
their new surroundings. Additionally when the time comes to leave, pupils are
frequently ‘distracted by pre-move grieving for the friends they will miss and by the
concerns about the transition’ (SETS, 2001, p95). Perhaps, the most significant
finding is that ‘the first two weeks at the new school and the last few weeks before
leaving’ is an important period for pupils (SETS, 2001, p95).

The SETS project found that many military parents were keen to know what learning
opportunities were available to their children in the new schools and how these
opportunities compared to those for other children. Furthermore, they often acted as
advocates for their children by providing the school staff with information about their
child and ensuring that suitable learning opportunities and pastoral provision were
put in place to meet the needs of their child.

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An action research project to look at Service Children and how they cope with
transitions between schools

Beginning with my research question, how do service children cope with transitions
between schools, I reflected on the school and its current context. An examination of
the school data revealed that the school has a significant fluctuation in its pupils
each year in addition to the newly arrived Foundation Stage children and Year six
pupils who leave to attend secondary school. On average, the school lost and gained
approximately eight to ten children during every term from across all key stages.
Further scrutiny of data indicated a wide spectrum of academic attainment by pupils
on arrival at the school and in some cases concerns around possible special
educational needs.

The aim of the study was to consider the specific educational impact of transition,
due to postings on Service Children. Additionally to investigate the provision for the
continuity of education, the barriers to learning that Service Children face and the
interventions that can mitigate some of these issues. Furthermore I wanted to
uncover:

 What methods the teachers used to assist service children when they entered
their new school.
 How far these measures helped children to overcome any difficulties they
might have in making pastoral and learning progress.
 To what extent would it assist teachers to have individual conversations
about prior learning with parents and children, which could then form the
basis of individual learning plans, before entry to the school.
 What tools do Service Children use to assist themselves?

Based on research from the USA SETS (2001) and the Military Child Education
Coalition (2011), which indicated that the first two weeks are the most crucial when
settling new children into school, it was crucial that I began the proposed project in
the first week back to school in September. The project cycle needed to last a

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minimum of six months as research has suggested that most service children take
up to six months to reconnect and settle in a new area (Coe, 2007).

Additionally as the SENCO was concerned about the general lack of information
from previous schools, I also decided to consider the extent to which it would assist
teachers to have individual conversations about prior learning with parents and
children, before entry to the school. I felt that such conversations may enable
individual learning plans to be put in place.

The cycles took place in September 2011, January 2012 and April 2012 and each
consisted of:

 Semi structured pupil interviews with the seven newly arrived pupils in key
stage two, carried out at school, each lasting approximately fifteen to twenty
minutes.
 Semi structured interviews with the parents of the seven newly arrived
children, carried out in the parents’ home, each lasting between 30 and 60
minutes.
 Questionnaires for the key stage two teachers, teaching assistants, Head
teacher, SENCO and Family Support worker.
 Seven pupil observations in the classroom each lasting ten minutes and
focused minute by minute.
 Seven information sheets to gather background data on each child from the
Head teacher and school office (September only)
 A termly (every 12 weeks) base line assessment on all seven children on
arrival carried out by the class teacher.
 Scrutiny of a sample of literacy and numeracy assessment data for each of
the seven children.

My success criteria was: to be able to gain enough knowledge about each child to
build a picture of their life and learning experiences; to share this knowledge with
teaching staff to enable them to construct appropriate learning experiences for each
child; to promote the culture and context of Service children within the school; to
evaluate the current induction processes and to investigate the role that parents and
community have in the pastoral and academic transition of the child.

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Findings

Themes in the first cycle

The following themes emerged during the first cycle:

 During their school career three of the children had experienced periods of
time out of school during their school career due to admissions issues. The
time out of school averaged four to six weeks although the time period for
some children was longer. It should be noted that this information is not
normally recorded in pupil records and the school was unaware that these
gaps had existed.
 The parents of three of the children had not provided any information on their
children to the school either before arrival or on joining the school and these
parents also had very limited contact with the school during the first two
weeks. This caused the Head teacher concern as she felt that parents should
be involved with the school during the arrival and induction stage and
beyond.
 No previous school records for four children had been received by the school
within the first two weeks. This was despite the school office making contact
with the previous school to request the records.
 A pastoral induction plan is in place for every new child at the school,
however, not all teachers allowed children in their classes to participate fully.
 Six of the children had experienced between two and eleven school and early
years setting moves during their lives. This information is unlikely to be
recorded on the pupil’s records and for that reason it is unlikely that schools
will know how many transitions the child has experienced.
 The parents of three of the children raised multiple concerns to the Head
teacher within the first two weeks.
 Based on the base line assessment and work scrutiny five of the children
were working below average for their age on arrival at the school.
 The school also felt that two of the children had possible undiagnosed SEN
on arrival at school.
 All of the children said they felt nervous or upset about being in a new school.

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 Five of the children experienced peer friendship issues on arrival at the
school and within the first two weeks.
 Six of the children were visibly distressed and withdrawn in class or showed
emotional outbursts during the first two weeks.

First cycle interventions

After analysing the themes from the first cycle, which seemed to revolve around a
lack of clear information, I decided that my initial focus should be on providing staff
with the information that they needed on each child in order to allow them to plan
appropriate learning experiences. Research suggests that in order for children to
make a successful transition into a new school they need to settle quickly and feel
valued, as well teachers need to learn about the new children as quickly as possible
(Foley and Rixon, 2008). Where this information was not available, I wanted to
encourage staff to investigate the matter and gather their own information on the
pupils. Finally, as a number of pupils were experiencing friendship difficulties I
wanted to provide an intervention that targeted friendship concerns.

My first priority was to meet with staff and share each child’s case study, which
would help the staff to create a picture about each child’s experiences and
educational needs. I had anticipated that the teaching staff would find this
information useful, as it would provide them with knowledge that they had been
unable to gather elsewhere. Furthermore, I hoped that the knowledge from the
learning conversations could then be used to develop an individual learning plan.
Where gaps still existed in the jigsaw, I suggested that staff should make contact
with previous schools to glean the missing information. However, I received a
spectrum of responses from the teaching staff. When I shared the information, one
class teacher keen to find out as much as possible about each child. The other class
teacher appeared to be unconcerned “It seems to me that if the parents hadn’t
moved so many times the issues wouldn’t exist … their answer seems to be to move
if they are unhappy”. This attitude was also shared with some of the teachers in the
SETS study who felt that the Army should stop moving families. The teacher
continued “I don’t worry about what other people say about the child. I only want to
know what grade the old school graded them at”. This opinion is in contrast to the
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results of the SETS project, which stated that ‘listening to students quickly expands
the teachers understanding of them’. I also met with the Head teacher and SENCO
to share my findings.

Both teachers wanted the Family Support Worker to be responsible for any focused
work on friendship issues. They perceived friendships to be pastoral and their role as
teachers to be academic. Following this response I approached the Family Support
Worker to facilitate the creation of a focused social and emotional support for these
children. After discussions, it was decided that a number of short but regular
Personal Social Emotional Development (PSED) sessions would be put in place for
the pupils and run by the Family Support Worker. These PSED sessions were
designed to target friendship issues and other social skills.

Themes in the second cycle

The following themes emerged during the second cycle:

 One child is preparing to move again after only a few months at the school.
 Based on teacher assessments six of the children are still working below the
expected average for their age.
 The parents of four of the children are not engaging with the school or
providing the information required to allow the school to plan for their needs.
 Six of the children continue to have emotional or behavioural needs which are
evident in class.
 Five of the children continue to have friendship issues.
 Five of the children felt confused by the different learning methods that were
used in their new school.
 Four of the children are receiving additional one to one support for English
and/or Maths to aid progress but this is not specifically focusing on any gaps
in their learning.
 Two of the children have had a significant number of school absences due to
illness or family holidays.

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 The parents of three of the children have requested additional support for
their children and these children are receiving outside specialist support from
an educational psychologist, a doctor and a social worker.
 Perhaps of most interest was the perception of the parents of five of the
children who had a differing view of how their child was settling in the school
compared to the perception of the staff. The parents generally thought their
child was doing better academically or settling in well pastorally when the
staff thought the children were not. The notable exception was a child in year
4 whose parents were very concerned about him and the teacher did not
seem to share this view.

Second cycle interventions

After analysing the themes from the second cycle, I decided the second intervention
should focus on the seeming difference in perception between the parents and
school concerning children’s learning needs. In conjunction with the Head Teacher
and SENCO, it was decided that an intervention should be designed to encourage
parents to provide up to date information on their child’s previous academic and
pastoral experiences. It was hoped that this information would provide enough
knowledge about each child to enable the teachers to construct appropriate learning
activities. In addition it was hoped that this would encourage parents to engage with
their children’s current learning in school and at home.

Previously the school has invited parents to attend presentations on different
learning styles and approaches at the end of the school day, as well as to attend
traditional parent/teacher meetings. The Head informed me that “in general Service
parents are not keen to attend despite sending reminders home”. The Head
explained that historically the school had a low response rate from parents when
asked to complete questionnaires or attend parents at the school. However, there
was generally a high parent turnout rate at events such as merit assemblies, school
performances and fairs. We considered possible barriers to attending, such as, the
time of day, day of the week, childcare issues, work commitments and the venue. I
investigated options such as temporary crèche facilities, using an area of the base
as a venue and offering refreshments to tempt parents to attend. I spoke to the
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parents of three of the children to gauge their responses to the suggestions. It was
felt that holding the meeting on the base was too “heavy handed” and that parents
“did not want neighbours and people from work” seeing them go into school at the
end of school because “then everyone would know their child had problems because
it’s on the school newsletter”.

With this in mind, I planned a series of parent meetings to be conducted by the
SENCO and the class teacher and held within the school day. These meetings would
be offered by invitation only and not be advertised on the school newsletter. The
letter, sent by the Head, would be clear, free from jargon and written in a non-
threatening way. The Head teacher would then follow up with a friendly telephone
call two days before the meeting to confirm the times of the meetings and the
parents attendance.

These meetings were held in February and achieved 100% parent attendance. A
year 6 girl’s mother attended the school for the first time since her daughter joined.
The SENCO gathered additional information on all of the children “I’ve found out
things I didn’t know or wasn’t told before” but she still felt that the parents of two of
the children were reluctant to discuss their child’s special educational needs. One of
the class teachers still had reservations about the usefulness of the information
gathering. The other teacher felt upset by the comments from parents which she
took as a sign that she had not done enough in class for the children.

Themes in the third and final cycle

The following themes emerged during the third and final cycle:

 All of the children had made some academic progress in varying degrees but
despite this six of the children continue to be working below the expected
level for their age. This information appears to relate to the work of Galton et
al (1999) who found that many pupils experienced a stall in progress after
transfer and that an estimated two out of every five pupils failed to make the
expected progress during the following year. As a result of the lack of
academic progress these six children are receiving additional academic
support both in the class and from a one to one teacher at the end of the

10


school day. Many of the children are also receiving top up lunch time
sessions.
 The SENCO is working with two of the children who have special educational
needs in addition to the work being carried out by class teachers.
 Four of the children continue to experience peer friendship issues and are
continuing to receive additional social skills support from the Family Support
worker.
 Three of the children continue to experience emotional and behavioural
difficulties and are continuing to receive additional support from the Family
Support worker.
 Four of the children are working with outside professionals for specific
additional support. These professionals are: an educational psychologist, a
doctor, a social worker and a specialist dyslexia teacher. The parents of two
of these children are actively involved in partnership working with these
professionals.
 For the first time since September the parents of four of the children have
engaged in a meaningful way with the school and they are beginning to offer
some insights into their child’s previous learning experiences.
 One of the children is about to move house again.

Third cycle intervention
Following the third action research cycle I put into place my third and final
intervention. This intervention was comprised of a final staff meeting and a detailed
discussion with the Head teacher to debrief her on all of my findings over the seven
months. As part of the staff session, I discussed the summary of my findings to date,
the literature that underpinned my findings and also some suggestions for further
changes within the school after the project had finished. I also answered any
questions the staff had on both the project and the school in general. Finally, I took
some suggestions for future research.

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Discussion

The focus of my research was on Service children and how they cope with
transitions between schools. Prior to the research cycle the school had significant
concerns around the timely transfer of pupil information from one school to another
and thus the implications for the teaching staff in preparing for children who they
know nothing or very little about. This mirrors the concerns of both Ofsted (2011) and
SETS (2001) who claim that the timely transfer of records are critical when a child
moves.

I reflected on the extent to which it would assist teachers to have individual
conversations about previous learning with parents and children prior to or upon
entry to the school. Could this information form the basis of individual learning plans
for the children? Information from the school shows that no records were received
within the first two weeks for four of the seven children. Without this information
teachers reported to find it difficult to place the children in the correct learning group
within the class. Even when records are received they often only refer to the child’s
last school and contain no information on the numerous previous schools. Research
from the Royal Navy and Royal Marines Children’s Fund (2009) and Ofsted (2011)
informs us of the nomadic nature of Service children who experience regular moves,
often up to fourteen times during their school careers. On arrival at the school five of
the children were working below average for their age, and at the four - month point
six of the children were working below the expected average for their age. This
seems to be in contrast to the results of the DCSF commissioned three Rapid
Analysis Papers in 2009, which suggested that Service children do better than their
non - mobile peers. At the end of the final cycle in month seven, these six children
continued to work below the expected level for their age. This is significant in light of
the research carried out by Galton et al (1999) that claims that many pupils
experience a stall in progress after transfer and that an estimated two out of every
five pupils failed to make the expected progress during the year immediately
following the change of school.

As a result of the information gathering process, I was able to actively listen to the
children, parents and staff and was then able to build a detailed picture of each child.

12


Edgington (2004) reminds teachers of the relevance of carefully gathered pupil
information and how such information could be used to construct appropriate
pastoral and learning experiences. As well Leach and Moon’s research (2007)
praises the concept of tailoring learning materials to each individual student. For
mobile pupils with a complicated school career, this approach could assist in
identifying any gaps in learning and then offer a plan to address these gaps.
Additionally it allows pupils a voice in the transition process.

I was proactive in sharing the newly gathered information with the teachers, SENCO,
Head teacher and Family Support Worker. However, it should be noted that this
information was received in different ways by some of the staff members being more
responsive than others. I would like to think that all schools want to do the best for
their pupils and I feel that in order to do this schools need to understand their pupils.
Although the teacher may feel a pressing need to concentrate on assessing the
academic level of the new child and introduce them to full curriculum activities from
the start; gaining an understanding of the issues that arise in Service life and the
nature of mobility in respect of Service children is really the first step to providing
them with effective support.

Some of the parents seemed relieved to be given the chance to talk about their child
and previous experiences and in many cases they also shared their worries. I felt as
if they viewed me as a “go between”, a person who had an understanding of Service
life and who understood the context of what they were telling me. The involvement of
the parents is key because they are the one constant in a child’s life. It would seem
reasonable to expect that they have full information on their child’s transitions and
any key events. However, I would like to explore in future research why some
parents appear to build barriers which prevent them from sharing vital information
about their child prior to or on arrival at school.

The overall results of this small scale project lead me to conclude that the impact on
service children when moving to a new school is not confined to academic success
but also affects the child’s social, emotional and behavioural functioning within the
school setting. In this study all of the children continue to be affected either
academically or pastorally at the seven month point. This seems to be in contrast to
13


the transition cycle research carried out by Service Children’s Education, who
suggests that the majority of children will have settled by the six month point.

Recommendations

 A robust and consistent induction and leaving process should be put in place
to support every new pupil on arrival and departure.

 Schools should request pupil records from the previous school and be
persistent in this request until the records arrive.

 School staff should make time to speak to pupils and parents prior to or
shortly after arrival to gather pastoral and academic information. This
knowledge will ensure an authentic understanding of the whole child.
Additionally, this information will allow schools an opportunity to mitigate some
of the issues that arise from children arriving without records.

 Schools should give new pupils the skills and the knowledge they need to
succeed when they arrive in a new school. This should include making both
the academic rules and the daily routine used in the school explicit.

 In addition to base line assessments, teachers should gather information on a
child’s prior learning experiences by initiating conversations with the pupil and
parents. This should also help to identify any gaps in learning that may exist.

 Schools should develop structures, which allow pupils to ask about things
they do not understand, particularly their concerns about classroom learning
and the expectations of their new teachers as discussed by Galton et al
(1999).

 Teachers should also consider the emotional impact of mobility on pupils and
investigate the use of appropriate interventions to support peer friendships
and any emotional and behavioural issues should they arise.

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 Schools should act promptly to support newly arrived Service children with
suspected or diagnosed special educational needs.

 All professionals who work with Service children should have an
understanding of the context of Service life and the key issues that Service
families may face. Schools should not assume that because members of staff
work with Service children that they understand the issues for Service
children.

 Schools should seek to work in partnership with parents to better support
pupil’s academic development and pastoral wellbeing.

Finally
It is important for schools to remember that although Service families are often very
good at adapting to change, some moves may prove more difficult than others.
Therefore, schools should be alert to the needs of pupils and families and offer
timely and effective support as required beyond the induction stage.

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About the Author

Joy O’Neill is a Service wife and mother, an Early Years Teacher, University
Lecturer, Doctoral Student and a National Governance Leader.

Joy has worked to support Service children and their families for over 19 years in the
UK and Overseas. Concerned by the increasing issues for Service Children she
founded the Service Children Support Network which works with professionals and
members of the military to support Service Children. Her first book ‘Service Children:
a guide for education and welfare professionals’ was published in August 2011.

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Joy o'neill 2012 report based on m sc research

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