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Transition from Primary to Secondary School and More Able and Talented (MAT) Disadvantaged Pupils: Evidence from South-east Wales

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journal contribution
posted on 18.01.2022, 14:06 by Dan Davies, Susan Davis, David Egan, Kieran Hodgkin
In Wales, as in many other education systems, there is an increasing focus on the impact that poverty can have on the educational achievement of disadvantaged pupils. Educational research in this area has included a focus on boys (compared to girls), ethnic minority groups and those with additional learning needs. Little attention, however, has been paid to pupils from disadvantaged backgrounds who have been identified as being more able and talented (MAT). This article reports on a mixed-method research evaluation of such pupils in a sample of schools in south-east Wales in relation to the impact of their transition from primary to secondary education. The findings from the research highlight variations in the definition and identification of MAT learners between primary and secondary schools and a lack of attention to this specific group of learners in school transition plans and policies. This leads the researchers to argue for the need for schools to specifically identify this group of pupils through the transition process and to suggest specific areas where transition practice might be strengthened to cater for their needs. The study supports the limited research that has been undertaken in this area that specific groups of more vulnerable pupils, such as those who are MAT but come from disadvantaged backgrounds, may suffer from shortcomings in the primary to secondary transition process such that it hampers their progression and the realisation of their potential.

History

Published in

Wales Journal of Education

Publisher

University of Wales

Acceptance Date

28/10/2017

Publication Date

01/03/2018

Version

AM (Accepted Manuscript)

Citation

Davies, D., Davis, S., Egan, D. and Hodgkin, K. (2018) 'Transition from Primary to Secondary School and More Able and Talented (MAT) Disadvantaged Pupils: Evidence from South-east Wales', Cylchgrawn Addysg Cymru/Wales Journal of Education, 20(1), pp.46-75

Print ISSN

2059-3708

Electronic ISSN

2059-3716

Cardiff Met Affiliation

  • Cardiff School of Education and Social Policy

Copyright Holder

© The Publisher

Language

en

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