Supporting New Arrivals and their Families
|
Children who change school frequently can be at greater risk of underachieving, have poor attendance records and find it difficult to catch up. Children experiencing temporary accommodation can find it difficult to establish or re-establish social relationships in their schools. As well as trying to pick up their schoolwork again, learning the school layout, timetable and teachers names, children have to build a new set of relationships. Withdrawal and deliberately not making friends has been found to be a common strategy among many pupils who experience frequent moves. Refugee and asylum seeker pupils also face additional challenges. Whilst the vast majority of refugee children have high expectations of school and achieve success, they will have diverse backgrounds and needs which will often include being new to schooling in the UK and needing to learn English; and they may also have complex needs related to family separation, immigration, housing and health that can also impact on their well-being and progress. It is essential for schools to respond to these needs and support families so that parents can play a full role in their child's education. Good practice
Case studiesSupporting black and minority ethnic parents’ involvement in their children’s learningMontem Primary is a school whose inclusive practice has received national acclaim. It has very high numbers of mobile and refugee pupils. Over 80% of pupils are from black and ethnic minorities and approximately 50% are learners of English as an additional language. Concerned about the achievement of pupils from particular minority ethnic groups, the school developed a family learning project that helped parents support their children’s learning, and increased their involvement in school life. This case study gives detail to support other schools who may wish to develop a similar initiative. It shows how the project was planned, from an analysis of need to recognition of what key factors could lead to its success. It also provides an evaluation of outcomes achieved, with proposals for further development. Grafton Primary School: supporting families Grafton school was judged an exceptional school and outstanding in all key areas by their Ofsted inspection in October 2005. The school experiences significant numbers of mobile pupils, many of whom are from a refugee background. Staff value communicating to parents and regularly talk to them in their day-to-day work. The school has made significant progress improving relationships this way. Initiatives have been developed to support families, including:
This case study download provides information about the school’s highly successful coffee mornings for parents. It explains why the coffee mornings were provided, how they have been organised, and the benefits to the pupils, parents and school. Download Grafton parent coffee mornings case study Mother-tongue GCSE projectsThis case study describes how parents and children at several Islington primary schools study together towards a GCSE in their home language after school. The project has experienced considerable success and national recognition. Pooles Park Primary: family learning programmes For a case study of Pooles Park Primary School’s good practice in this area see the QCA website . Welcome strategies: gathering and sharing information with the child St Joseph's R.C. Primary School have deployed a school-home support worker from the registered charity School-Home Support to extend help to parents and families where possible. The charity works holistically and its workers are developing their roles to work with newly arrived children, parents and communities. St Joseph's School-Home Worker has developed a welcome pack to help the child's transition by gathering and sharing information about the pupil and developing a connection with the pupil and with the home. She has also translated it into 5 languages common to new arrivals in the school. The booklet can be built up in any order, over a few sessions in the first few days to introduce the pupil to the school. The booklet can help staff provide a safe space for the child to express her or his emotions and needs. The completion of the booklet can also help the child resolve some of these issues. Rewarding settling-in and achievement St Mark's C of E Primary School has developed a headteacher's award for new arrivals, celebrating early progress and settling-in. This is presented in school assembly within the pupil's first 2 weeks in school. Useful contacts for Islington schoolsIslington Children’s Directory http://www.islington.gov.uk/childrensdirectory/ CEA@Islington’s online guide to services for children, young people and families. Islington Schools out-of-school-hours programmes http://www.islington.gov.uk/Education/SchoolYears Housing support to vulnerable families Islington Law Centre http://www.islingtonlaw.org.uk/gettingadvice.htm Useful websites for schoolsAsylum support Bristol Emas Bristol Emas CEA@Islington teaching and learning resources. Managing Pupil Mobility: A Handbook for Induction Mentors (DfES, 2003) Nottingham Schools website resources Classroom resources available on the Nottingham Schools site giving ideas for use with pupils having English as an additional language. Information about education, having a baby, early years development, maternity leave, bullying, choosing childcare and all types of parenting issues. The website also has parent’s views, forum discussions and feedback sections. Torture care NALDIC ITTSEAL The QCA: a) Interpreting and translation b) Supporting emotional wellbeing Guidance from the QCA on supporting new arrivals’ emotional well-being. Refugee council Resource unit |
|
