Bridging the Gap: A Transitional Support Teacher on Helping Pupils Adjust to Secondary School

In this blog, you will learn:

• About the roles and responsibilities of a Targeted Transitional Support Teacher.
• How Targeted Transitional Support Teachers help students move smoothly from primary to secondary school.
• The differences between teaching in a primary or a secondary school.
• Where the latest Teacher jobs are and how to apply for them.

Transitioning from primary to secondary school can feel daunting, but it’s an important step for students. Primary school Teachers work hard to prepare students for what comes next, but they rarely get to see how those students progress in secondary school.

Targeted Transitional Support Teachers help students move smoothly between school stages. They specialise in supporting students facing academic, behavioural, social, or emotional barriers to learning.

We spoke with a Targeted Transitional Support Teacher who recently moved into secondary education after 12 years of working in primary schools. In this cross-phase role, she helps students navigate key transitions and works closely with schools to build confidence and maintain academic progress.

This Targeted Transitional Support Teacher works with feeder primary schools (those with established, traditional or geographical links to specific secondary schools) to ensure a smooth transition for pupils.

Tell us about your career journey so far

I’ve been teaching for just over a decade now. I trained with a 4 year Primary Education degree and have spent most of my career in Key Stage 1 (KS1). I started working in KS1 in primary schools. Over the years, I took on different responsibilities around pastoral care and transition support. I have always loved the pastoral side of teaching just as much as the academic side.

My current role is a Targeted Transitional Support Teacher, which sits between primary and secondary education. The focus is on supporting pupils who might find the move from Year 6 to Year 7 particularly challenging, whether that’s academically, socially or emotionally. 

A lot of my work involves working closely with feeder primary schools, secondary staff and families to make sure pupils don’t fall through the cracks during the transition from primary to secondary. In my role I might support small groups, help with literacy or numeracy gaps or work on confidence and independence. 

What inspired you to become a Teacher?

I think what originally inspired me was seeing the difference Teachers made in my own life growing up. I come from a family of Teachers and I had a few brilliant ones at school who really believed in me. They gave me the confidence to push myself and I wanted to be that person for someone else.

Teaching primarily appealed to me because you really get to see the child develop academically, socially and emotionally. You’re not just teaching maths or English; you’re helping shape how they see themselves and the world. 

My background in primary education has actually been really valuable because I understand where pupils are coming from developmentally.

You recently moved into a Transitional Support Teacher role. What inspired your decision?

Transition has always been something I’ve been really interested in. In primary school, you spend years preparing pupils for secondary school, but you rarely get to see what actually happens once they arrive there.

I was curious about that gap and also about how we could make it smoother for students who might struggle with the transition. When the opportunity came up to work in a role that spans both phases, it felt like the perfect next step.

I also fancied a new challenge after many years of working in primary education. Teaching is one of those careers where you can grow and change roles without ever leaving the profession.

Did you have to undergo additional training or preparation to transition from primary to secondary school teaching?

There wasn’t a formal retraining process, but there was definitely a lot of learning involved. I spent time observing secondary lessons, speaking to subject Teachers about curriculum expectations and doing a lot of reading about adolescent development.

The biggest learning curve was understanding the structure of secondary schools, from departments and timetables to behaviour systems. The fundamentals of teaching, including building relationships, understanding how children learn and adapting lessons, are skills that transfer across phases.

How does teaching in a primary school differ from teaching in a secondary school?

The biggest difference is the scope of the relationship with pupils. In primary education, you’re with the same class most of the day. You know everything about them: their strengths, their friendship groups, what’s going on at home. It’s very holistic.

In secondary education, Teachers see more pupils but for shorter periods of time. The relationships are still important, but they’re built in a different way. 

Another big difference is specialism. Primary school Teachers are generalists and are expected to adapt their teaching. One minute you could be teaching fractions; the next you  are teaching art or history. Secondary school Teachers tend to have much deeper subject expertise. 

I wouldn’t say one is harder than the other; they’re both challenging in different ways. Primary teaching is incredibly intense because you have to be ‘on’ all day with the same group. Secondary teaching requires strong behaviour management and subject knowledge across many classes.

Which words or phrases do you most overuse with your class?

The phrases I use most in the classroom are:

• ‘Right, eyes this way.’
• ‘Lovely learning.’
• ‘Give it a proper go.’
• ‘Three… two… one… thank you.’
• ‘Come on now, we’re better than that.’

What do you consider the most overrated Teacher virtue?

Perfectionism. There’s this idea that Teachers have to have perfect lessons, perfect displays and perfect marking. In reality, teaching is messy and unpredictable because children are messy and unpredictable. 

I am a perfectionist, however some of the best Teachers I know aren’t the most polished, but they are the most responsive. They adapt, reflect and don’t beat themselves up when something doesn’t go to plan.

Have you noticed any changes in the needs of students in the last 5 years?

The biggest shift I’ve noticed is in mental health and emotional regulation. Many pupils seem to be carrying more anxiety and uncertainty than before. There’s also been a noticeable increase in the number of pupils needing additional support with things like speech, language, attention and social confidence.

Schools have always supported children beyond academics, but the pastoral role has definitely grown.

What is the most valuable lesson that you’ve learned in your career so far

The most valuable lesson that I’ve learnt in my career is that relationships come first. You can have the most beautifully planned lesson in the world, but if pupils don’t feel safe, respected and understood, they won’t learn effectively. 

Every pupil deserves at least one adult in the building who notices them and believes in them. If we miss that, it can have a real impact on their confidence and engagement with learning. Once you build that trust, everything else becomes easier.

What challenges or obstacles have you faced in your teaching career?

Like most Teachers, workload has definitely been a challenge at times. Early in my career, I also struggled with the pressure of feeling like I had to do everything perfectly. It took time to realise that teaching is a constant learning process.

Moving into a cross-phase role has also been a challenge. Stepping into a new environment and learning how secondary systems work has been daunting, but it’s also been really rewarding.

What do you consider your greatest teaching achievement?

For me, it’s not exam results or data. It’s when former pupils come back years later and tell you something you said stuck with them, or that you helped them believe they could do something they didn’t think they could. When parents love you too and really value and see you, those moments mean everything.

What can be done to better support the needs of children and young people?

Firstly, schools need time and resources for pastoral support, not just academic outcomes. 

Secondly, stronger partnerships with families and external services are crucial. Teachers can do a lot, but we can’t do everything on our own. 

Finally, we need to keep listening to young people themselves. Often they’re very clear about what they need and they just need adults to actually hear them.

What would your advice be for those considering a career move or unsure of whether they want to teach primary or secondary?

If you love teaching a wide range of subjects and building deep relationships with one class, primary education might be the better fit. If you’re passionate about a particular subject and enjoy working with older students, secondary teaching might suit you more.

The most important thing is to spend time in both settings if you can. Nothing gives you a clearer picture than being in the classroom. Whichever path you choose, remember that teaching is a career where you can grow and change direction, just like I have.

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