New report sets out blueprint to help children in Hackney thrive through the transition to secondary school
6th July 2026
Transitions from Primary to Secondary School in Hackney, published today (6th July 2026), shares new research on supporting every child in Hackney in the transition from primary to secondary school. The research, carried out by Dartington Service Design Lab, sought to understand transition through the lived experiences of children, families and professionals across the borough. The resulting report provides a practical framework for schools, community organisations, commissioners and local services to work together to strengthen support during this critical period in a young person's life.
While many young people in Hackney experience positive transitions and benefit from strong support from schools, families and communities, the research found that some groups face disproportionate challenges that can affect attendance, attainment, wellbeing, belonging and engagement in learning. These include some young people with special educational needs and disabilities (SEND), social, emotional and mental health needs, in-year movers, children living in poverty, care-experienced young people, and families facing language, cultural or systemic barriers.
The research identified three core foundations for successful transition:
Taking a broad approach to how transition is framed, to include preparedness, learning, relationships, belonging in school environments, mental health, wellbeing & safety, and parent engagement.
Taking a systems approach to transition, with shared responsibility across schools and partners.
Having a shared, data-driven system for understanding and improving primary-secondary transition in Hackney.
The report also sets out a series of approaches designed to strengthen collaboration between primary and secondary schools, improve communication with families, increase opportunities for young people to prepare for change, and provide more targeted support for children and families facing additional barriers.
Megan Keenan and Katie Potter, Dartington’s Co-leads on the project, said:
“We know that successful transitions are shaped not only by individual schools or services, but by the wider systems that surround children and families. This research highlights the need for a coordinated, whole-system approach that recognises and responds to the different experiences and challenges young people face.
“At Dartington, our work is focused on supporting systemic change with and for children and young people. The Hackney Model offers a shared framework that can help partners across education, health, community and local government work together to reduce inequities and create the conditions in which every young person can flourish.
“We are excited to see how the findings help inform future work for the benefit of children and young people across Hackney.”
This research was commissioned by London Borough of Hackney, carried out by Dartington Service Design Lab and funded and supported by UBS Optimus Foundation. It is part of the Partnerships and Collaboration in Education – Hackney (PACE-H) programme, which brings together the London Borough of Hackney (LBH), education leaders and the community to understand and design supports for successful primary to secondary school transitions.
The full report is available here.
The executive summary is available here.