An appreciative exploration of how schools create a sense of belonging to facilitate the successful transition to a new school for pupils involved in a managed move

ABSTRACT

Much of the current guidance on managed moves focuses on the benefits of the ‘fresh start’ provided. This paper describes an appreciative inquiry to explore how schools in one local authority create a sense of belonging to facilitate a fresh start for pupils involved in a managed move to a new school. Six deputy head teachers with pastoral responsibility took part in a focus group using an appreciative inquiry (Ai) 4-D cycle. The discovery, dream and design phases sought to build on the current practice and identify the improvements to practice. Thematic analysis of the data identified many aspects of belonging, which are in line with those identified in the literature such as creating a school identity, developing partnerships and specific activities such as inter-form competitions and family assemblies. Generating school identity and home-school-pupil partnerships were also identified in relation to managed moves. In the destiny stage, themes were fed back and discussed with a wider Deputy Head Group and Good Practice Guidance to facilitate the successful transition to a new school for pupils involved in a managed move that was produced and circulated across the LA. The importance of empathising with the potential challenges of changing school and forming and maintaining new relationships for pupils engaging in a managed move is highlighted and the Good Practice Guidance illustrates how transition, induction and ongoing support plans can take this into account.

KEYWORDS:

• Belonging
• secondary school
• managed move
• appreciative inquiry
• transition

Acknowledgements

The authors would like to thank the focus group participants in this study: Jayne Roberts, Jayne Szpunar, Debra Wood, Tina Astley, Helen Majerski, Susan Sharples, Rob Faulkner, Maureen Brettell, Sharon Wall and staff from Bury High Schools who contributed to the Good Practice Guidance: Broad Oak Sports College, Bury Church of England High School, Castlebrook High School, The Derby High School, The Elton High School, Parrenthorn High School, Philips High School, Prestwich Arts College and Spring Lane School. The authors would also like to thank Caroline Bond for research design advice and Mark Carriline and Susie Miles for their encouragement to disseminate and publish.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This project was funded through England’s Department for Education (DfE) National College for Teaching and Learning (NCTL) ITEP award 2012–2015.