Thriving Through Transition: Wellington Academy’s Reflections
Posted in News
The SCiP Alliance has published a new briefing showcasing a three‑year research project at The Wellington Academy (TWA), exploring how the school supports Service children through mid‑year transitions. The study, conducted in partnership with the University of Winchester and funded by Wellington College, evaluates TWA’s approach against the seven principles of the Thriving Lives Toolkit.
The Academy serves one of the UK’s largest Armed Forces communities, with mobility in the highest national quintile. As the report notes, “the school experiences high levels of pupil mobility, including large-scale unit movements and ad hoc in-year relocations”. This creates both challenges and opportunities for strengthening belonging, continuity, and academic progress.
The research highlights significant developments at TWA, including:
- A comprehensive transition framework led by a dedicated Transition Coordinator
- Improved peer support and a more visible Service Student Support space
- Robust induction testing to ensure accurate academic placement
- Greater consistency in holistic reporting on pupils progress
- Strengthened partnerships with the Army and wider military community
- Continued challenges around receiving timely information from previous schools
These improvements reflect the Thriving Lives Toolkit principles, particularly around seamless transitions, parental engagement, and staff understanding of Service children’s needs. As the report states, “the project highlighted the importance of a comprehensive and well‑structured transition programme for Service pupils”.
With senior leadership now prioritising attendance, belonging, enrichment, and academic outcomes, TWA is well positioned to continue refining its approach and supporting Service pupils to thrive.
