In an effort to do this, all the SAT's papers from the Year 6 pupils attending the zone primary school (and any other feeder school for the zone secondary school) are analysed in line with the zone's Data Collation Strategy. This entails creating a Database that categorises the SAT's mathematics questions and provides comprehensive reports on children's responses to individual questions. All the SAT's papers are collected and the children's individual responses to each question entered into the database. This information is then passed to the receiving secondary school in order to assist the school identify which children need targeted intervention from the point of entry.

This strategy will of course only benefit all pupils when it is adopted on a National scale.

Once the zone secondary school receives its new intake of pupils, targeted groups are immediately identified and a program of intervention created. Children in Year 7 are able to receive targeted support in all mathematics and Literacy lessons.

The zone has also created a purpose-built Transition room in order to ensure that the targeted children receive, high quality, ICT-rich content in an exciting and appropriate teaching and learning environment.

THE TRANSITION STRATEGY

The transition initiative contains three key aspects.

• Applying the Data Collation Strategy to all children intending to attend the zone secondary school and before they joined it in September 2002.
• Developing and delivering ICT-rich Mathematic and Literacy support programs for the targeted students
• Creating the Year 7 ATHENA Targeted support classroom.

The ATHENA EiCAZ Transition Strategy begins with the recognition that children's end of Key Stage 2 Standard Attainment Test (SAT's) papers contain a wealth of information about a child's test performance that goes largely unrecognised and is rarely systematically analysed at the point of transition from Primary to Secondary school. The ATHENA EiCAZ Transition Strategy attempts to redress this balance and to use the SAT's information to support early intervention when in-need children reach secondary school.