Learning experiences

School moves may take place at different times in a pupil’s educational journey and may be experienced differently depending on age, school year, number of moves and previous experiences of education. Due to this, moving school may involve an adjustment period for pupils and their families. This element focuses on understanding pupil’s past educational experiences, perceptions of education and supporting children settling into the new setting.

Key information

Understanding learning journeys

Some children and young people have complex learning journeys and experiences of education which may shape how they and their families feel about school.    

The current Admissions code limits what can be asked on school application forms, and schools may therefore have to collect information more informally through conversations with families, the previous school or the relevant local authority team, when the child has joined the school. 

Schools may communicate a child’s educational history through a Common Transfer File. According to Government specifications (2026), all local authority-maintained schools must send a Common Transfer File to the new school, when a pupil leaves and this is also strongly encouraged for academies (p. 5). The Common Transfer File includes information about whether the child/young person is considered a ‘transient child’ and other relevant information, for example in relation to FSM eligibility, SEN history and whether the child is looked after (DfE, 2026, p. 15).

New school, new systems

Schools can differ greatly in their behaviour policies, school rules, levels of inclusivity, approaches to communication and interaction. They may also vary in practical aspects such as the food they serve, and the physical environment. These practical aspects often featured in the narratives of the children and young people who were interviewed for the School MOVES project.

Educational systems also vary significantly between countries, so families coming from abroad may not always know how the system works, what is expected of them and what they can expect of schools (see study in Ireland by Skinner et al. 2025). Children joining schools from abroad may also have limited knowledge of English language. As recognised by the Ofsted Inspection tool (p. 20) it is important for schools to acknowledge that EAL pupils ‘already speak at least one language’ and that they do not lower their academic expectations of the pupils. It is also recommended that teachers assess pupils’ English language proficiency accurately and regularly.

Practical suggestions to address the varied learning experiences of pupils moving school and their families

The following practical suggestions have been identified by families, schools and local authorities participating in the School MOVES study, as helpful in understanding the learning experiences and associated needs of children and young people who move school.

• Asking pupils to complete an ‘all about me’/pupil passport document, describing themselves, their needs and any strategies that might be helpful to support them. For examples of pupil passport and ‘all about me’ templates, see ‘Basic Needs’.
• Understanding amongst school staff that for some children and young people, classroom behaviours need to be (re)learned if joining school late, after a period of absence or if coming from a very different education system.
• Helping children/young people adjust to their new school setting, by offering them the option of a staggered start, such as part-time attendance in the first weeks.
• Putting extra support in place for children and young people with EAL needs. The Bell Foundation has a range of useful resources for supporting pupils with EAL, including around transitions.