New arrivals

Supporting New Arrivals in Year 11

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Pupils seeking school places in year 11 are entitled to a school place in the same way as all other children, even if they arrive late in the curriculum. But some schools can be concerned that approaching GCSE examinations prevent them from providing proper support for new arrivals’ needs, especially if the pupils do not carry a portfolio of GCSE preparation and coursework with them.

The needs of mobile pupils can be challenging. Some new arrivals may be learning English for the first time and have studied different examination syllabuses in their countries of origin. Others may also have complex needs that are difficult to respond to in a short time, including being unaccompanied.

However, getting into school quickly helps mobile young people. School provides them not only with opportunities to achieve, but also the chance to restore peer and community networks, and access services where they can feel supported. EAL students can benefit from engaging with their new English-speaking peers. By accessing school, mobile young people can feel the reassurance and promise of having the same opportunities as their peers.

The GCSE performance of new arrivals, who have arrived in the country in the previous two years and who speak English as an additional language, can in most circumstances not be included in the school’s results when calculated for the national school performance tables. Further information is provided in the School self-evaluation area of this site .

With the development of a more flexible and personalised 14-19 curriculum, schools, with the support of the local authority, should be able to plan improved ways of meeting these pupils’ needs.

Good practice

Mobile students and their parents are provided with information in translation about the curriculum, including pathways to post-16 courses and where to get further advice and support.

Staff from agencies providing advice and advocacy for young people, such as Connexions and social services, are aware of how schools have successfully developed inclusive practice that supports the needs of year 11 new arrivals.

All school and local authority staff, including administrative and support staff, are aware of children’s and young people’s entitlement to schooling.

Effective help is given to mobile students looking for a school place. Schools and post-16 settings ensure all key staff know where to refer applicants for a school place where they can be properly assessed and supported to secure a place. If schools are full they should make sure applicants for places are directed to where they can get help.

High quality initial assessment so that the school speedily acquires a good understanding of each new student’s prior learning, aspirations and potential. For further guidance on effective induction procedures go to Induction procedures for curriculum access

High expectations, with staff fully aware that they can add value and that many mobile new arrivals even at this late stage can acquire high grades in certain subjects.

Close consultation with students, with interpretation if necessary, offering a range of curriculum pathways and additional support for their application to post-16 courses. Students are supported into work experience where possible.

Mentoring is provided to support year 11 new arrivals to ensure they receive the help they need.

Students who wish to do so are able to take external examinations in their community’s language where they are available.

Innovative practice is developed in local partnership and collaboration with other schools and colleges to increase opportunities for year 11 new arrivals, including ESOL ‘link’ courses to post-16 courses and increased support into vocational pathways.

Out of school hours provision is available that helps all new arrivals catch up with their studies and build links with their local community.

Special support for unaccompanied refugee children is provided. Schools can develop close working with other agencies and services involved in their care (see case study below).

Case study

The Access to School Programme

Some young people who arrive in the UK aged 15 -16 have faced difficulties getting into school. Two Islington secondary schools, Holloway and Elizabeth Garrett Anderson, in partnership with CEA@Islington’s Education Welfare & Social Work Service , have developed a funded programme to support the integration and achievement of newly arrived unaccompanied asylum seekers and refugees who need to enrol in Year 11.

This case study shows how the programme was established, what curriculum provision was developed and the outcomes for the young people.

Download Access to school programme