ABSTRACT
This chapter considers some aspects of pupil development among 7-year-olds following transfer, as manifested during an eighteen-month association with an urban, multi-ethnic junior school. The accounts focus largely on the teacher who will be at the centre of their school lives over the next year. Long long ago in a town there lived a family of witches and wizards who hated living in towns. Townies were so noisy not even their major powers could stop the noise. Individual development gained from taking place within a cohort undergoing transition. The move from infant to junior is a considerable transition for young children to make. They have experience of only a small range of teaching approaches. A few of the Asian children, especially girls, seemed to want an exclusively westernized cultural identity.
