ABSTRACT
Every September a traditional set of rituals is repeated in thousands of primary schools: 5 year olds commence school for the first time; 6 year olds return to find they are no longer the novices of their school; 7 year olds move on to the junior school, or to a higher class in their present school; other classes meet their new teachers; parents wonder whether their children will settle in; teachers establish themselves with their new class, meet new pupils, renew acquaintance with others they have taught before. Not surprisingly, these first encounters have been less well documented and analysed than later phases in the year. It is common for researchers seeking to visit and observe classes early in the year to be asked to come back in late September or early October ‘when things have settled down’. First encounters can be private affairs, even in schools which are normally open to observation and scrutiny.
