Finding their way around
A welcoming high school
First day assemblies (to be updated).
Lockers
Confidence building
Special cases
After school clubs
Welcome Booklets
Finding their way around - A main year 7 concern
What the children say;
'The school might be like Hogwarts - it might have staircases that take you to the wrong places.’
‘The biggest change will be the size of the school.’
‘I’m worried about getting lost and not being able to read the map.’
Our research indicates that children have very genuine concerns about the size of their new school. Most of the children we interviewed said that they were worried about getting lost. Although many schools provided them with maps, many Year 7 children found these hard to use.
The following solutions have been found to the problem:
- using buddies to help show children round and get them form A to B
- using sixth formers or older children as guides
- teachers escorting children to their next lesson during the first week
- letting children out of lessons early or at a different time to the rest of the school in the first week.
Many schools organise a day when Year 7 pupils have the school to themselves so they can get used to its size and layout before the rest of the pupils arrive.
A welcoming high school - How a school can help new students acclimatise
Displays are a useful way to help familiarise children with their new school since children are used to seeing displays at primary school. One school puts up examples of work and photographs from induction day in the reception area. Another successful idea has been to display examples of pupils’ work that they completed in primary school. Children are invited to give their best pieces of work to high school teachers (or to their primary teachers who will pass it on) so these can be displayed during the first few weeks. This enhances the sense of continuity and gives new Year 7 pupils a stronger sense of belonging to the school.
Lockers - Giving students a sense of security and ownership
Few schools had an adequate number of lockers for all their pupils and children had to carry everything around with them. This is a problematic issue considering the amount of equipment and material children may need during the school day. For example in one school, children having PE wouldn’t know if they were going to be indoors, outdoors or swimming so on some days they had to carry all their books for every lesson plus three types of games kit.
Schools gave conflicting reasons for the lack of provision of lockers. Some argued that narrow corridors and lack of space prevented them installing storage facilities. Other schools said that narrow corridors and lack of space were the key reasons they had installed lockers – there was insufficient room for children to move around carrying bulky bags. Schools also differed in their views about the relationship between lockers and vandalism, with some schools stating that lockers led to an increase in vandalism and theft, and other arguing that lockers were the best way for children to keep their belongings safely.
Schools have offered the following solutions - although most teachers agree that they are far from ideal:
- renting out lockers on a first come, first served basis
- locking form rooms at break times / lunchtimes so children can leave their belongings there.
It is important to clarify arrangements for children to store their possessions and, if possible, to provide them with a secure area for their coats and bags. In the first few weeks at a new school, children may feel insecure and vulnerable. Losing any or all of their possessions could cause them a lot of distress. As adults, we rarely have to carry everything we need with us and it’s easy to forget how difficult and worrying this can be.
What the children say;
'I want to be told that there is nothing to worry about, to expect to be nervous but to know that everything will be fine.'
Model 1
One school has addressed confidence building by including a section in its welcome booklet. In this case, the booklet is written by pupils at the high school.
‘Worried? Don’t worry, everybody is worried when it comes to going to high school. Especially when it is a big school… Many people, if not everybody, will be feeling the way you do - worried. It is only natural to be a bit worried and apprehensive when it comes to going to a new school, with new teachers, new routines and new people, but it is the same for everyone. If you have any big problems then you can always ask a teacher and they will be very happy to help you or answer any questions you may have.
Confused? Again, everyone will be confused. Nobody is completely sure about where they are going and what they are doing, but as always people will be there to help you.
Can’t get to sleep? Try to think of all the good things about school and I am sure that you will be able to get to sleep. You could also try thinking about all of the things that you are looking forward to. There will be many opportunities to take part in activities you will never again experience. It will probably be the best time of your life, so make the most of it!’
Model 2
One school has successfully used an ‘agony aunt’ format to address new pupils’ fears. Year 7 children can write down problems they are experiencing and post these into a box. Older pupils work with learning mentors to prepare the answers to the queries and these answers are displayed in a glass-fronted case where they can be seen by everyone.
Helping lone children
Some schools invite primary school children who are transferring on their own to a high school and have no existing contacts/friends to a ‘Come and meet us’ day before induction day. This gives them an opportunity to meet with other children who are sole transfers.
Another option once children have transferred is to put sole transfers into a class together.
Children with special needs
Model 1
One school has organised a STEPS programme for pupils who have difficulties settling in. They have one lesson on Monday mornings where they have brunch, talk about how they are getting on, deal with problems and focus on successes.
This time is also used to develop social skills through playing games and sharing interests. When they have completed the session they celebrate their achievement with a party. If children continue to have problems they may continue to participate in the programme in Year 8.
Model 2
In another school, learning mentors go into primary schools to identify children who may have difficulties during transition, and then set up clubs to deal with any problems. The sessions are monitored and amended to meet the specific needs of the children.
What the children say;
'After school clubs like the ones we have here might help us to make new friends. If we could talk to Year 7 children, they'd tell us what the school is really like.'
Also see Breakfast Clubs & Lunchtime Clubs
Some schools also provide welcome booklets for pupils. Designed to introduce these pupils to the school (and allay some of their fears), a welcome booklet is also a good way to communicate the school's values early in the day so that pupils know what to expect and what will be expected of them.
Model 1
In one school, the welcome booklet is written, edited and produced by high school pupils. The benefits of this approach are numerous:
- High school pupils focus on the transition experience and empathise with Year 6s
- Pupils often highlight areas that are of importance to their peer group that adults might overlook.
Extracts from this booklet appear in other areas of this website.
Model 2
Here is a breakdown of the contents of a welcome booklet produced by a Leeds high school:
- Welcome.
- What happens on the first day (when and where pupils report to school).
- How the school building is arranged
- What you should do if you don't feel well.
- Food and drink - canteen facilities.
- Fire drills and safety information.
- School uniform and PE kit.
- Homework and using your student planner.
- Things to do - sports, arts and social activities.
- Where to spend playtime.
- How to move safely around the school.
- Toilet facilities.
- Names of teachers that parents may need to contact and how to reach them.
- What to do and who to talk to if something is worrying you.
This booklet also included two letters written by Year 7 pupils welcoming new arrivals and describing their own experiences when they started at the school. New pupils find these a credible, as well as fascinating, source of information and it's a good opportunity to address the fears new pupils may have about socialising and bullying.
Other points that could be included in welcome booklets include:
- Outlining the schools priorities.
- Looking after your books and belongings.
- Reward systems for good work and behaviour.
- Policy on jewellery and make-up.
- Tips.
If you are producing a welcome booklet for pupils:
- A4 has a greater impact than A5.
- Include illustrations (line drawing, clip art, cartoons).
- Keep the works to a minimum.
- Print on coloured paper.
Preparing a welcome booklet checklist
If you are planning a welcome booklet, print off and use this checklist to ensure you’ve included all th information new pupils will need:
- Opening dates and times.
- Where to report on your first day.
- How the school buildings are laid out.
- Fire drills and security.
- First aid facilities and what to do if you feel ill.
- Canteen facilities.
- School uniform and PE kit.
- Policy on jewellery and make-up.
- Homework policy.
- Using a student planner.
- Sports, arts and social activities.
- What to do at break and lunchtime.
- Moving safely around the school.
- Cloakroom, locker and toilet facilities.
- What to do if you have a problem.
- School rules.
- Looking after your possessions.
- Reward systems for good work and behaviour.
