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Academy21 is a DfE-accredited online alternative provision provider that works with schools and local authorities to support pupils from key stages two to five.

For pupils, moving from year six to year seven is an educational and developmental milestone. Everything changes as they enter key stage three: there are new subjects, new teachers to get accustomed to and new social dynamics to understand. While curriculum continuity and academic readiness are often the focus, research increasingly shows that soft skills, particularly communication, confidence and oracy, are fundamental to how well young people settle into secondary school and engage with learning.

Children who struggle to articulate ideas, participate in classroom dialogue, or manage peer interactions are at risk of falling behind, not because they lack knowledge, but because they cannot access or express it effectively. 

The challenge: what research tells us about transition

National studies have consistently documented a ‘dip’ in engagement and confidence at the transition point. The National Literacy Trust, surveying more than 105,000 pupils aged eight to 18 and nearly 3,000 teachers, found that pupils aged 11 to 14 report lower confidence in asking questions, speaking in front of groups and participating in discussions compared with their primary-aged peers. Teachers also note a decline in structured opportunities for oracy, such as presentations, debates and reading aloud, in secondary classrooms.

Additionally, secondary classrooms require pupils to navigate a steep increase in subject-specific vocabulary – a phenomenon sometimes called the ‘language leap’. Without coordinated planning between the primary and secondary phases, this can create barriers to participation and understanding.

These findings underscore a crucial point: academic readiness alone is not enough. Pupils need the skills to communicate, reason, and collaborate to succeed in a more complex learning environment.

Oracy as a foundation for learning and belonging

Oracy – the ability to articulate thoughts clearly, listen actively and engage in purposeful dialogue – is central to this process. It encompasses both expressive and receptive language skills, as well as the social and cognitive dimensions of learning: reasoning through talk, understanding others’ perspectives and constructing knowledge in collaboration.

We’ve seen that pupils often experience a decline in confidence in speaking and listening at transition. Yet oracy is linked not only to academic success across all subjects but also to social confidence and a sense of belonging – factors that are critical in the first weeks and months of secondary school. When pupils can express themselves clearly and listen effectively, they are more likely to engage with lessons, seek help when needed and develop positive relationships with peers and teachers.

That’s why Academy21 embeds oracy development throughout its key stage two programme, ensuring that communication, PSHE and well-being are integrated into every lesson. Pupils engage in structured opportunities to explain their reasoning, discuss ideas with peers, and practise subject-specific vocabulary in context. These activities are designed not only to improve articulation but also to build confidence and resilience, thereby equipping pupils with the tools to navigate new academic and social environments successfully. Join our upcoming webinar to learn more about transition strategies and how we can support.

Confidence, self-efficacy and belonging

Alongside oracy, confidence and self-efficacy are key determinants of a successful transition. Pupils who believe in their capacity to handle new challenges are more likely to participate actively, ask for support and take academic risks. Conversely, low confidence can lead to reticence in lessons, reduced engagement and missed learning opportunities.

It’s critical to include confidence-building and self-advocacy in learning. By combining opportunities for oracy with guided reflection and supportive feedback, pupils develop the ability to express themselves clearly while simultaneously gaining confidence in their academic and social competencies. This integrated approach ensures that soft skills are not taught in isolation but are instead reinforced and integrated across the curriculum.

Transition also entails navigating new social environments. Pupils often move from small, familiar cohorts into larger, more diverse settings and anxieties about friendships and social acceptance are among the most commonly reported stressors. Research indicates that a strong sense of belonging correlates with better engagement, motivation and academic outcomes.

What schools can do – strategies for developing soft skills before pupils’ transitions

One starting point, which we have touched on earlier, is to build authentic oracy and discussion into everyday teaching. This entails creating frequent, structured opportunities for pupils to explain their reasoning aloud, respond to peers with evidence and present ideas in small groups before moving to whole-class interaction. In literacy, this might take the form of scaffolded talking tasks that directly link to written outcomes; in maths and other subjects, it could involve pupils explaining methods to one another or justifying solutions in their own words. 

Leaders can support this by investing in professional learning time focused on classroom talk, feedback strategies and questioning techniques that deepen rather than diffuse learning. Cross-phase dialogue between primary and secondary colleagues about expectations for language use – including key vocabulary progression – can ensure continuity so that pupils’ developing confidence and communication skills aren’t reset at the start of year seven.

Secondary schools can also embed reflective practice into their induction routines: for example, pupils might set personal learning goals, track progress explicitly and practise articulating these goals to mentors or tutors. Schools can build social navigation skills by creating small-group activities that emphasise collaboration, active listening and peer support well before transition week; this helps pupils navigate larger cohorts and more varied peer groupings with greater ease. Pairing year six pupils with year even ‘transition buddies’ who have recently made the move can boost both social confidence and practical orientation.

For many schools, timetabling structured well-being checks and integrated PSHE work in the early weeks of year seven creates space for pupils to talk about how they are learning, not just what they are learning. These approaches have been associated with improved engagement and reduced anxiety, particularly for pupils who find the social and organisational aspects of secondary school more challenging.

How Academy21’s flexible online provision supports primary to secondary transition

While in-school strategies are vital, there are occasions when schools benefit from additional, responsive support that complements in-house approaches, especially in the months leading up to transition and in the early weeks of year seven.

Academy21 is a DfE-accredited online alternative provision that works with schools and local authorities to support pupils from key stages two to five. Our provision is deployed flexibly and responsively, with enrolment turnaround of as little as 48 hours and no long-term contracts, so schools can scale support up or down as needed. 

Placements can be as short as one week. This flexibility is important in transition work because pupils often benefit from short, intensive periods of engagement focused on confidence building, structured communication practice, and reintegration into school routines. 

Crucially, Academy21’s curriculum for key stage two combines core academic subjects with structured oracy, PSHE and well-being content, embedding purposeful talk, discussion and social skill development into everyday learning. All lessons are live and interactive, taught by fully qualified teachers trained in relational practices who can support pupils with a wide range of needs. 

Sometimes, a well-timed, focused intervention is all it takes to help young pupils find their voice and thrive.