ABSTRACT Equipping young people with the skills they need to navigate the challenges they face when transitioning from primary to secondary school is a widely recognised problem, especially in the post-Covid period. This paper reports an evaluation of a programme (Toolkit Programme) to support children in this transitioning, which is novel in being taught in school by youth workers from a youth centre local to two London primary schools. The programme aimed to increase abilities to overcome challenges and improve wellbeing, self-esteem and relationships with peers and with the wider community and sense of safety. This brief in-depth evaluation focussed on the context, processes and outcomes of this programme using mixed methods: fifty-six pupil questionnaire (measures and written comments), twenty-four pupil focus group interview, four class teachers, a head and deputy head teachers and three youth worker interviews. The findings of this external evaluation extended the positive results from the previous internal formative programme evaluations. It raised issues about the timing of the Toolkit programme and the links between youth workers/youth centres and teachers/schools. This paper discusses significant issues and implications about: the contribution of youth centre/club – school partnerships, the place and importance of personal and social education in the primary school curriculum and disseminating the good practice shown in this evaluation.