ABSTRACT
The transition from primary to secondary school can be seen as a discontinuity of experience. Students are required to adapt to a new and varied range of demands. Special Educational Needs Coordinators (SENCO) need to demonstrate that attainment targets have been set for students. The nature of large secondary schools is to deal with cohorts of students rather than with individuals. SEN staff can be swamped under the pressures that impinge upon their work. The focus of the parents, pastoral staff, subject teachers and SEN staff was centred on the student's ability to cope with life in a secondary school, and in particular, the student's work and organisational skills. In the primary school students often have a strong personal relationship with one particular teacher, normally the class teacher. National Curriculum subjects are planned out with detailed schemes of work.
