This study has been undertaken largely as a result of personal and professional
interest. As a Liaison Co-ordinator in a selective Secondary School who has spent
many years assisting pupils to make a smooth transition from Primary to Secondary
School, the choice of such a topic seemed natural.
The study compares the induction programmes and transition of pupils at 11+ at a
Grant Maintained Grammar School, a Comprehensive School and a Secondary Modern
School in Lincolnshire by questionnaires, informal and structured interviews. The study
goes further than previous research in this area by examining the perceptions of
parents, pupils and staff in a triangulation study aimed at establishing similarities and
differences of feeling about the transition process.
This work begins by seeking a rationalisation of 11+ as a point of transfer and tracing
previous research on Primary–Secondary liaison from early research which
concentrated on the effect of ability and social grouping on transfer to later works which
considered the feelings of individual groups of pupils, parents and teachers.
The original research conducted in this study is outlined in detail and highlights the
problems which arose and the amount of time required to look at the transitional
groups. This is followed by an examination of the schools involved in the research and
an explanation of the induction programmes that the schools presently operate.
The rest of the study examines the results of the questionnaire and structured interview
and the implications for further study. Recommendations for alternative approaches
towards more successful transition together with suggestions for better practices drawn
from the perceptions and experiences are presented for consideration.
A Master's Thesis. Submitted in partial fulfilment of the requirements for the award of Master of Philosophy at Loughborough University.