Supporting the education in school

of children who are looked after

who have English as an additional language

New Arrivals in Secondary

Schools:

Induction Pack

Part 1

Guidance on Admission,

Induction

and Teaching Strategies

Children’s Services

Tel: 01992 556915 Fax: 01992 588512

virtualschool@hertscc.gov.uk

www.thegrid.org.uk/virtualschool

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CONTENTS

INTRODUCTION New arrivals in context: a range of experiences .............................................................. 3 Self esteem ...................................................................................................................... 3 New arrivals in school: practical considerations ............................................................... 4 Being valued: comments from newly-arrived students ..................................................... 5

ADMISSION TO SCHOOL

The Admission meeting .................................................................................................... 6 After the meeting .............................................................................................................. 7 Actions before the first day ............................................................................................... 7 On the first day ................................................................................................................. 7 During the next few days .................................................................................................. 8 Evaluation and review of the settling-in phase ................................................................. 8 Ongoing support .............................................................................................................. 8 Ongoing monitoring of the child's social and emotional needs ........................................ 9 The buddy team: organisation, reporting and monitoring ................................................ 9 Support from the pupil’s peers ........................................................................................ 10 Support from the Form Teacher ...................................................................................... 10

CLASSROOM STRATEGIES

Becoming part of a learning community .......................................................................... 11 The impact of cultural differences .................................................................................... 11 Strategies to support newly-arrived students in class ..................................................... 12 Classroom strategies for use with beginners in EAL ....................................................... 13 Top teaching tips for use with EAL beginners ................................................................. 15

USEFUL MATERIALS

Books and photocopiables ............................................................................................... 16 Resources on the internet ............................................................................................... 17 Educational suppliers: multicultural resources ................................................................. 18

APPENDIX: ADDITIONAL NOTES

1.1 Notes for the Form Teacher ....................................................................................... 20 1.2 Notes for all staff: protocols relating to sensitive and confidential information ........... 22 1.3 Notes for the Senior Leadership Team: Admission and Induction procedures .......... 23 1.5 Notes for Governors ................................................................................................... 25

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INTRODUCTION

New arrivals in context: a range of experiences Every young person’s situation is unique and it is important not to make assumptions. Some young people may never have been inside a school before coming to the UK. They may have had little or no education, or they may have been educated at home by family members or by tutors. Some children may have had their education severely disrupted by war or violence and displacement; this may have resulted in very little coherent understanding. Others may have been victims of discrimination and they may have been denied education altogether. Considerable patience and understanding may be needed while such children adjust to being members of the school community. Others may have had experience of styles of teaching that are highly formal in content and presentation; they may be unprepared for group work, class discussion and the informality of UK classrooms. They may be used to a formal setting with methods of punishment which would not be found in UK schools. Independent research skills may have to be taught because pedagogical methods in schools in some countries depend to a great extent on transmissive methods and learning by rote. They may have a good knowledge in some areas of the curriculum (maths, for example) but they may be completely unfamiliar with other subjects. Many possess considerable ability and they are highly motivated to learn. Language skills may not be uniformly developed: some students find conversation difficult but their understanding of written text may be more advanced. Such students may have difficulty with imaginative tasks, group discussion and informal work. There may be considerable frustration because of the difficulty in expressing views and opinions in an unfamiliar language. Other new arrivals may speak volubly but inaccurately and they may have little or no experience of reading or writing. A small number of children from other countries are not functionally literate in any language. They may lack fundamental knowledge of curriculum subjects. These children may need extra time to acquire basic proficiency in oral English before they are ready to start on reading and writing. For them, inclusion in the mainstream may not be enough; they may need additional individual tuition ideally on a daily basis in order to master the essentials of language. Praise, encouragement and confidence-building experiences are needed to maintain the pupil’s commitment to learning. Careful differentiation in lessons plus withdrawal from specific subjects (for example, modern languages) may be needed in order to assist the student’s progress. Self esteem Nurturing young people’s self esteem is critical in order to promote a positive attitude to learning and to encourage them to believe that they can succeed. Researchers recommend that strategies are planned specifically to raise the pupil’s self-esteem; research projects have shown that healthy self-belief reduces the risk of anger and aggression developing in young people who struggle with the difficulties and frustrations of their situation. Art and drama therapy have also been shown to be beneficial in such circumstances.

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Some young people have abilities and talents in practical, expressive or artistic areas and staff are encouraged to be watchful for signs of any ability which may be acknowledged and celebrated. If the student is happy for attention to be drawn to his or her ability, their confidence and self-esteem may be boosted by giving them the opportunity to share it in some way with others. Assemblies provide a natural focus for celebrating talents and for marking special cultural events. Some schools make approaches to community and religious leaders and involve them in celebrations, and these events help new arrivals to feel valued by the school community. New arrivals in school: practical considerations Even for pupils who have had regular schooling previously in their country of origin there will be much that is unfamiliar in a UK secondary school. The size and layout of school buildings as well as established school systems and expectations may be bewildering. There may be anxieties about changing into PE kit in front of others. There may be a reluctance to be around members of the opposite sex in close or crowded situations. It may be necessary to explain about the school’s expectations of pupil behaviour particularly in subjects such as design and technology, science, drama and practical subjects. Unaccompanied minors may have had traumatic experiences; they may have lost close relatives as well as losing their homes and belongings; they may have experienced war and violence; there may be religious and cultural sensitivities to be taken into account; they may appear silent, reserved and uncomfortable. Most of these young people present as exceptionally polite, respectful and well behaved. They may not feel safe; they may be reluctant to move between lessons for fear of getting lost; they may show a preference for being by themselves in an attempt to feel secure. Patience, kindness, good humour and sensitivity are needed in these situations. These young people may need legal advice and they may need to visit advisors and attend interviews in school hours. They will need extra support to access these visits, which may be stressful for them. Other new arrivals may show a maturity beyond their years and may be highly motivated to learn and to acquire proficiency in English. These children may need gentle encouragement to relax and to play as they may impose unreasonably demanding study routines upon themselves. Newly arrived unaccompanied minors display a very wide range of behaviours. They come from widely differing circumstances. There may be fears and problems which are concealed by the student, and it is important for staff to liaise with the form tutor or designated member of staff if information comes to light about the young person’s concerns. It may take time for the student to learn to trust people, both staff and pupils. Names are linked with identity: efforts must be made to pronounce the young person’s name correctly in order to be welcoming and to show that the school respects and values the new pupil. The young person’s needs may take time to emerge and staff need to be watchful in order to form a complete picture of any difficulties as well as skills, abilities and ambitions. Subsequent discussions with the carer and social worker may reveal additional difficulties including some of the following:

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o Poor health, including visual or hearing difficulties o Trauma connected with family separation and bereavement o Experience of war and displacement o Special educational needs (as distinct from the difficulties caused by language) o Problems settling with a carer, including cultural or religious differences o Experience of racism or bullying o Experience of prejudice in the wider community: hostile media coverage engenders

negative attitudes which may have an impact on the pupil’s safety on the journey to and from school

It is common for schools to organise a ‘buddy’ for the new pupil and some schools find that a team of buddies is an effective solution, thus taking the pressure off a single young person. Buddies should be trained to support their young charges and their work should be monitored and recorded. Weekly meetings should be arranged to receive feedback from the buddies and to inspire and challenge them; specific rewards should be given in recognition of the importance of the commitment and effort that is required to perform this task successfully. If there is a pupil in the school who shares the young person’s first language it would be helpful to give them a role on the buddy team. For more information or organising a buddy team see page 10. If the student has difficulty with communicating in English, it may help to book a meeting with a trained interpreter to take place after a couple of weeks in school. The aim of this meeting would be to resolve any misunderstandings between the student and the school, to give the opportunity for any concerns to be raised and for the school to obtain feedback on any positive experiences, requests or on any other matters which may have been difficult for the student to communicate. Being valued: comments from newly-arrived students Feedback from newly-arrived students offers the following insights into what they value about school. Students reported that they appreciated

o teachers who asked them about themselves o teachers who varied their teaching methods to accommodate and help them o teachers who made an effort to include their cultural and linguistic experiences in the

curriculum o teachers who took racism seriously o teachers who came to special cultural occasions in minority ethnic communities o schools who invited members of minority ethnic communities into the school (from Sheila Melzac, Medical Foundation for the Care of Victims of Torture)

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ADMISSION TO SCHOOL Under UK law children of refugees and unaccompanied minors entering the country have the same right to full-time education as other children who are resident in the UK.

The first few weeks in school are crucial. If their experience of school is happy, new arrivals will learn remarkably quickly. Research in the 1980s found that young people did not learn English efficiently if they were isolated from their peers and given intensive tuition. The researchers found that new arrivals learned most effectively if they were included in lessons as quickly as possible and given dedicated language support. Involvement in the learning and routines of the class, particularly through oral and practical activities, is very important for language development. The Admission meeting Who should attend

Details will vary between schools, but the meeting would normally be conducted by the Head Teacher or a senior member of staff and the following people would be invited:

The young person The Head Teacher or the Head of Year The young person’s carer The EAL Coordinator The young person’s social worker The Designated Teacher An interpreter An Access to Education Officer

Information needed for the new pupil and carer

This information should be prepared in advance and given to the carer at the meeting. TICK

A plan of the school

TICK

A copy of the school rules

A plan of the local area

Information about the school’s sanctions procedure

Information about the route to school (information about methods of transport to school may also be required)

A school uniform list

The names of the Head Teacher, the Head of Year and the Form Teacher

Information about the requirements for homework

Details of school hours, break times and daily routine

A list of PE kit and any equipment needed

A calendar of school events and term dates

Any other equipment which will be required

Curriculum information (including subject options and GCSE courses which are offered)

Details of the support which will be put in place by the school

Information about the school’s grading systems (including effort, achievement, behaviour)

General information about the UK school system (information is on the internet at http://www.gov.uk/browse/education)

A list of lunchtime and after-school clubs and activities

Information about wider community links if applicable

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If the school has a video showing scenes of school life and the school day, this could be made available for use at home (or could be used during a home visit) Information which the school needs Information which will need to be obtained for the school’s records includes the name, age and country of origin of the young person, the carer’s name and contact details, emergency contacts, educational history, medical information and the names and contact information of the social worker and any other agencies which are involved. A Student Profile form is provided in Part 2 of this pack for recording this information. Tour of the school The young person should be given a tour of the school with the carer and an interpreter. The young person should be given the opportunity to ask questions (through the interpreter if applicable) after the tour of the school. After the meeting A preliminary assessment of the child’s language skills will have been arranged by an Access to Education Officer before the Admission meeting. The findings of this assessment are recorded in Part 2 of the Induction Pack along with the Student Profile. The member of staff who will be completing the EAL Assessment will be able to refer to the preliminary assessment results in order to assist subject staff with initial planning for inclusion. Actions before the first day All staff should be informed about the new arrival at a briefing. They should know

o how to pronounce the new pupil’s name o his or her country of origin and first language o results of the preliminary assessment of the pupil’s ability to communicate in English.

A list of actions for the Form Teacher is given in section 1.1 of the Appendix (page 21 below). Subject teachers should plan for the integration of the student into the class. Check that a bilingual dictionary has been provided for the student’s personal use. Ensure that there is a picture dictionary in the school library or in the Learning Support area (the Longman Photo Dictionary - see page 17 below - or a similar publication). On the first day All staff should be aware of the new arrival. The buddies should meet the new pupil in reception on the first day and take him or her into the classroom.

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During the next few days Results of the EAL Assessment should be communicated promptly to the Form Teacher and the subject teachers. Full curriculum access should be provided if possible. Placing the pupil in an above-average set is highly beneficial if possible. Arrange a date for the PEP to set targets and to review the induction period. Evaluation and review of the settling-in phase The PEP: gives an opportunity for evaluation and review. Carers and new students should receive information about the school’s methods of learning review and the importance of these procedures. Subject staff should set and review learning targets and monitor literacy acquisition and levels of independence (note: all EAL pupils may be discounted from school and LA league tables for up to two years after their arrival in the UK. The headteacher may choose to include EAL pupils in league tables if this is appropriate). All new students should receive reports at the usual time, even if they have been in school for a very short period. Regular liaison should take place between the EAL coordinator, the SENCO and the young person’s social worker. A check should be made to ensure that all health tests have been carried out. If concerns warrant further action, contact should be made with the Behaviour Support Team and counselling services. Ongoing support Information on any school trips and after-school and lunchtime clubs and activities should be made available to the pupil and carer, together with details on how to join these activities. School staff should monitor the pupil’s attendance at any school clubs and events and act on any concerns which might prevent the child attending any chosen activities. Any cultural and religious festivals which are meaningful to the young person should be identified, and staff should be encouraged to include them in curriculum activities, assemblies and lesson plans.

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Ongoing monitoring of the child’s social and emotional needs The new student may be feeling vulnerable, confused and lonely; it is entirely understandable that these feelings may cause the young person to appear withdrawn and reluctant to communicate. If the young person is very reserved and quiet in the early stages this may mask other factors affecting his or her wellbeing and staff should be alert for any signs of deeper problems. The following difficulties are examples of factors which may come to light over time:

o Isolation from the community of origin may affect the young person: it would be useful for the school to gather some basic information about the country of origin including its geographical location and the languages spoken. There may be community groups in the local area which can offer support and contact

o Further information may emerge naturally about the pupil’s background including loss of close family members, sudden and unwelcome changes, changes in carers or traumatic events: behaviour problems may ensue as a direct consequence of trauma, so such information should be used to ensure that the school's responses to any behaviour issues are appropriate and supportive

o The young person may feel unsafe at home, whether living with foster carers or living independently with other young people: any signs of racism or intimidation which come to light would need to be discussed with the child's social worker as a matter of urgency

o The young person may have low self-esteem: signs of this are poor concentration, lack of confidence, persistent sadness, being withdrawn, volatile, afraid or in pain

o Most new arrivals soon show signs of adapting to the school environment by participating in school life, making friends and showing pleasure in interacting with other pupils and staff. If these indicators are not observed, staff should monitor the child closely and share any concerns with the young person’s carer and social worker

o Over time there may be indications of special educational needs which would require the involvement of the SENCO

Information may also emerge about the pupil’s previous experience of schooling (if any) and whether or not any exams have been taken. There may also be gaps in the education which need to be identified. All staff who have contact with the pupil should be watchful for the emergence of such issues, and any information gathered should be shared with the form tutor or designated staff member in order to assist the school in meeting the pupil’s social, emotional and educational needs. The buddy team: organisation, reporting and monitoring Strategies for welcoming new arrivals to school are crucial for success. The new student is likely to feel lost, frightened and confused at first and a friendly welcome will be comforting and reassuring. The care that the school takes over introducing new students will send a message to all pupils about the need to be compassionate, welcoming and inclusive. Students who are selected to be buddies should be friendly, sociable and ready to make a commitment to this important task. If it is possible to do so, it would be useful to involve a pupil who shares the new student’s first language: a difference in age is immaterial but

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teachers should be aware of the possibility that there might be ‘in-country’ tensions between students of similar ethnic groups. It is advisable to appoint several pupils to form a team of buddies so that the commitment and responsibilities are shared. It would be entirely appropriate for the buddy team to be told that they would be rewarded for their efforts in the future, thereby emphasising the seriousness with which the role is taken by the school. In the period between the Admission meeting and the start date, the Form Teacher will be able to select and brief the buddies. They should be invited to a short training session to enable them to be briefed on their role. Consideration should be given to any materials or resources which could be prepared to assist them. A list of specific tasks should be discussed, shared and agreed, together with an arrangement to meet with the Form Teacher on a regular basis to report back. It is good practice to prepare and complete a simple record sheet together at each meeting; this would provide formal evidence of the actions taken to support the new student. A procedure for reporting any concerns quickly and effectively should be arranged as well. The ‘official’ duration of the arrangement should also be discussed, with an agreement to review this at specified intervals. Thought should be given as to how to evaluate the success of the scheme, and the buddies could be involved in drawing up targets and expectations for the new student together with expected timescales for achievement. Daily observation of the buddying scheme by the Form Teacher, together with regular meetings with the buddies, will also show whether or not the initiative is helpful to the new student. Support from the child’s peers The Form Teacher could provide some information for the class about the new student’s background and country of origin, or it may be possible to liaise with subject teachers to introduce a short topic on the student’s language and locality. Depending on local resources and the availability of other students from the same geographical area, it might be possible for the class to learn a few words of greeting in the new student’s first language. Posters, dual language books and dictionaries, maps and key word translations are all good ways of reaching out to the new student and creating a welcoming atmosphere. Support from the Form Teacher The Form Teacher could observe the new student's progress in socialisation over the first few weeks of attendance and monitor the quality of the welcome given by the class. Laughter or teasing may cause anxiety; teachers’ sensitivity to such incidents will be needed in order to give reassurance. Conversation may be impossible at first, so the student may feel isolated. Shared tasks or games which are undertaken in pairs or in small groups could be organised in form time to encourage conversation and social activity. Non-verbal ‘icebreaker’ activities may be helpful, including card games, board games, games and other activities on the computer During form time pupils might be encouraged to spend some time producing with pictures of objects with captions, a translated list of basic conversational phrases and responses, pictures of canteen food together with prices and simple word games.

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CLASSROOM STRATEGIES

Becoming part of a learning community During the first few weeks and months there will be challenges for both student and school. Kindness, tolerance and a positive attitude will do much to keep things calm during this period of adjustment. There may be a ‘silent phase’ for some while at first while the student absorbs information and does not feel able to speak. Beginner bilingual pupils usually spend the first stage of learning a new language listening and absorbing the new language before they are able to use it to communicate and express needs, wishes and feelings. The silent phase is necessary for good language acquisition and it should not cause concern. Teachers may assist understanding by speaking slowly and clearly, using visual aids and by repeating important phrases. Members of the learning group should be encouraged to enable the new student to practise new vocabulary and skills. Teachers should continue to model positive and encouraging responses to the student’s efforts, and any unhelpful reactions from peers should be addressed privately if possible. The student may pretend to understand in order to please. Teachers will need to make sure that the new student understands any instructions, especially when tasks are set or materials need to be brought to the next lesson. The impact of cultural differences All staff should be aware of the fact that cultural differences may affect communication in the classroom and in school generally. Some pupils may:

o avoid eye contact o smile whether or not they understand what is being said to them o nod whether or not they understand o avoid physical contact with others o need more - or less - personal space o display different attitudes to food, for example being reluctant to eat in front of others o be nervous about food which they fear might not be in line with religious and dietary

requirements o use knife, fork and spoon differently when eating - and use fingers o not have come across certain foods before now o display somewhat aggressive behaviour at break time o be very tired indeed for the first few weeks; this is likely to be due to the stress of the

enormous changes that have taken place in the child’s life It is worth noting that the majority of new arrivals are of above average ability. Many of these children speak more than one language and they may be particularly skilled in language acquisition. It is important to have high expectations - without putting pressure on the student - and targets should be reviewed regularly as the young person makes progress.

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Strategies to support newly-arrived students in class Everything depends on the student’s level of ability in English: some new arrivals may be able to join in most activities with help, while others may need separate and related activities to complete for part of the lesson. If the pupil speaks little English, teachers should signal to him or her to listen at appropriate points in the lesson. If there is a reluctance to make eye contact, showing a prompt card to indicate listening may be helpful in these circumstances. Some schools prepare an ‘induction box’ of simple, mainly non-verbal activities and games, maths activities, colouring, patterns, word activities, dictionary work, matching words and pictures etc. These activities are used with new arrivals during the initial stage of settling in, and pupils are paired with the new student successively for short periods to discuss and complete the activities. Many of the normal lesson materials may be adapted quickly and simplified to make them suitable for the new student. Before the lesson

o Identify key words and special vocabulary for the task to be undertaken in the lesson o Plan the introduction of new words in context o Plan opportunities for the new student to talk with and listen to their peers o Plan opportunities for TAs to help the student to understand the key concepts of the

lesson o Prepare prompt cards, visual clues, frames and grids to support understanding o Prepare a brief, simple statement of the main points of the lesson, with diagrams if

applicable and gaps to fill with key words. Provide a list of the key words on the page for the student to use to fill the gaps

o Other response material might include adaptations of work already prepared for the class: diagrams to label, brief descriptions and corresponding pictures which the student can join up with lines, vocabulary to copy and learn

o If possible, plan a simple contribution that the student can make in the plenary (e.g. holding up the group’s display or making a simple statement which the group helps them to prepare)

During starter activities

o Pair the young person with a sympathetic member of the group so that the new student can watch the starter activity being completed - or provide a differentiated activity perhaps involving copying words or drawing pictures

o Give the student a list of vocabulary appropriate for the main activity, for familiarisation while other pupils complete the starter

o Encourage the new student to join in if the other students are responding in unison o Allow time for the student to be able to think about the content before responding o In each lesson, aim for a simple activity which gives the pupil a successful experience o For a student who is new to English, make use of symbols, colouring, copying, sorting

and drawing

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During main teaching activities

o Use visual support to clarify meaning o Model skills and techniques to be used in the lesson o Encourage discussion and co-operation between students who provide good models

for learning, and between those who provide good language models o Allow the new student time in the lesson to become familiar with new vocabulary and

practise its use o If there is a reading activity arranged as part of the lesson where pupils are reading

aloud, prepare a (very) short and suitably simplified extract for the new student to read; encourage the group to give support and to show approval

o Some new students find it helpful to use their first language when planning a response; this should not be discouraged

o Repeat key points and vocabulary at different stages in the lesson o For students who have some facility in English, avoid the use of worksheets which

isolate the pupil from the group: listening is all-important at this stage During the plenary

o Offer the new student opportunities to be part of the group’s response in the plenary o Once the student is settling in and is willing to be included, encourage the group to

think of ways in which the student may take part in the plenary Classroom strategies for use with beginners in EAL Speaking and listening Following instructions: use gesture when communicating with the beginner Listening: comment on actions and events as they happen, teach names of adults and names of peers; model routines for the beginner Naming and recognising objects: plan to spend some time with the beginner every day; keep word lists; label objects in the classroom; play games that have repetitive language Learning to understand the general meaning of a conversation: choose supportive peers to lead small group activities with the beginner; highlight key vocabulary Recognising key words and phrases: use rhymes, songs, simple poems and stories Understanding directions: involve the beginner in practical activities Learning to repeat words and phrases: collect visual props to demonstrate language; make a list of key phrases and encourage the child to copy them into a notebook (perhaps with help from members of the group); make efforts to use the phrases often Learning to respond to conversation: provide time for informal talking Answering questions: ask questions that expect one-word answers; use of who, what, where, when; allow time for vocabulary building and dictionary work; supply the words that the child needs

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Using simple phrases to convey needs: send on errands and collaborative tasks with a partner; organise 'finding out' activities, counting activities, problem solving activities, simple 'treasure hunt' style activities (pupils may like to design these when they have completed lesson tasks) Listening and responding: provide opportunities for giving explanations, explaining processes, predicting outcomes Asking questions: use sentence starters and visual prompts to model questioning, including changes of word order and question words Describing and telling: provide simple models of these skills and encourage the beginner to contribute some examples; use repetition and short sequences of events at first Use of adjectives and adverbs in descriptions: use gesture, pictures and example to introduce these Reading activities Provide pictures for labelling and writing simple sentences underneath Reading sentences: provide sentence starters for completion (pupils may like to contribute these in spare moments to make a 'bank' of examples for the beginner to complete) Use Cloze procedures with lists of key words - start with a few blanks and increase gradually Matching beginnings and endings of sentences (drawing a line to join up) Pupils may like to make simple sketches and pictures for matching with phrases and simple sentences Paired reading Alphabet games: lotto, pelmanism, jigsaws, matching games, dice games, dominoes Matching questions with answers Answering simple questions with own words Writing activities

A note on handwriting: letter formation is often laborious and not conducive to progression to cursive writing: students may have acquired inefficient methods through being self-taught or as a result of non-specialist teaching in the past. Letters may be formed backwards or by using several awkward movements of the pen. Familiarity with Arabic script, which is written from right to left, causes an added difficulty for some students who are learning English. It is usually possible to help beginner writers to improve letter formation by using handwriting exercises regularly at an early stage. Unfortunately more experienced young writers may have acquired habits that are too deeply ingrained to change, and a judgement must be made as to whether it would be confusing to try to modify those habits.

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Practise left to right orientation on page using patterns to be copied

Learning alphabet letters (upper and lower case): fill the blanks in alphabet grids: link with letter sounds, CVC words

Practising handwriting: use of handwriting books (see Brodie, A., Handwriting Today, Bloomsbury, 2003, Books 1 and 2, or handwriting primers available for download from the internet) for correct letter formation leading to cursive writing; use of letter cards for copying (simple games can be invented using these cards)

Shared writing activities: group stories (with sympathetic individuals who will help the beginner and not do the task for them) Familiarisation with letter shapes and alphabetical order: alphabet games and puzzles

Shared writing tasks: beginner to dictate short phrases and sentences to sympathetic scribe; making books as a group

Writing two sentences independently and understanding full stops and capital letters: use pictures to provide stimuli for writing

Beginner to make brief, simple books consisting of pictures and sentences underneath (use of a digital camera is helpful - images can be imported into MS Word with captions added); pupils/group may assist with descriptions

Use of adjectives and adverbs in writing: use writing frames to help

Introduction of verb tenses: learn the days of the week and yesterday, today, tomorrow; use the beginner's school routine to introduce these and the language that expresses them

Prepositions: demonstrate with objects, write the relevant words and encourage the beginner to extend these examples and write them down

Use of numbers, mathematical signs (these may be familiar), more than, less than, larger, smaller ... many mathematical relationships aid understanding of language because they can be demonstrated easily Top teaching tips for use with EAL beginners

o Involve the whole class beforehand in thinking of ways to welcome the new arrival o Make all communication as visual as possible o Have a box of materials, picture books and resources that beginners may access o Keep activities short: don't expect beginners to be able to sit and listen for too long o Create a ‘success’ for them at least once a day, even if simply handing out books o Group beginners with pupils who provide good language and behaviour models o Understand and make allowances for the pressure which the beginner is experiencing o Enable beginners to maintain their first language o Use simple sentences to model correct language structures o Model language rather than correcting the beginner's language o Enhance classroom displays and resources to reflect the linguistic and cultural

diversity of new arrivals o Provide opportunities for pupils to rehearse responses orally o Demonstrate the meaning of instructions

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USEFUL MATERIALS Books and photocopiables Bruzzone, Catherine and Hutchinson, Sam, Hide & Speak English and More Hide and Speak English (b small publishing, 2003) These two volumes each contain the means to learn over 130 key English words effectively. The words are organised into themes with simple, clear illustrations which assist understanding. Each theme is illustrated with a humorous full-colour picture which provides much potential for discussion and observation. The book has wipe-clean flaps to enable the learner to 'look, cover and speak' and the words may be written in washable felt-tip pen as many times as necessary. These two books would be suitable for beginners. Kovacs, Hannah, Play on Words Volumes 1-3 and Play on Sight Words Volumes 1-3 (Axis Education, 2004) Three very useful volumes of graded photocopiable activities including puzzles, word tracking, hubwords, mazes, picture words, crosswords and wordsearches. The former has a useful grid showing which phonics skills are covered in the activities. The six books are available as a set. Longman Photo Dictionary, 3rd edition (Longman, 2010) This dictionary is designed for adult learners of English. Over 3000 words are illustrated with clear and up-to-date colour photographs so that words may be learnt in context. The words are arranged in topics including Housing, Food, Clothes, Sports, Computers, Transport and many others. Each double-page spread has ideas and suggestions for conversation activities and writing activities are also included. There are two audio CDs for listening. The Photo Dictionary is suitable for learners from all linguistic backgrounds. McCarthy, Michael and O'Dell, Felicity, Test your English Vocabulary in Use: Elementary (Cambridge University Press, 2010) This book of exercises is for new arrivals who have some proficiency in English. The activities are designed to test students' knowledge of vocabulary and English usage. The tests are organised in themes which correspond with the 60 units in the companion volume English Vocabulary in Use (Elementary) by the same authors. The book may be used by learners who are studying independently and the exercises may be completed in any order. There are different types of tests on vocabulary, usage and grammar and answers are given at the back of the book. The exercises in the book would make useful tasks for homework and for use outside the classroom. Soars, Liz and John, Headway English Course (Oxford University Press, 2010) This is a six-level English course progressing from Beginner to Advanced level. Each level has a Teacher's Book with extra photocopiable material, a photocopiable Teacher's

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Resource Book, a Student's Book and accompanying CDs and videos. There is useful additional material online at http://elt.oup.com/student/headway/?cc=gb&selLanguage=en and there are videos available on YouTube for further practice. Each level contains a systematic explanation of grammar and vocabulary, with grammar summaries at the back of the book. There are many exercises and the books in the series are well illustrated with colourful and contemporary pictures and cartoons. Although the course is designed to be used by groups of learners there is much useful material for students working individually.

Resources on the internet

http://www.refugeecouncil.org.uk/ Briefings, statistics, information sheets, leaflets in various languages, advice, links

https://www.gov.uk/government/organisations/home-office Official asylum statistics, new UK and EU policy developments, the Immigration and Nationality Directorate, including details of the National Asylum Support Services (NASS)

http://www.asylumaid.org.uk/ Information on asylum rights, research, training, women’s rights

http://www.jcwi.org.uk/ Joint Council for the Welfare of Immigrants: independent national voluntary organisation ‘campaigning for justice and combating racism in immigration and asylum law and policy’; provides training, free advice and casework. Publications including Refugee Law Handbook

http://www.refugee-action.org.uk/ Refugee Action works in partnership with asylum seekers, refugees and their organisations to provide information, advice, advocacy and community development support

http://www.amnesty.org.uk/ Reports from many different countries, news and information, advice

http://www.iomlondon.org/ The International Organization for Migration, an intergovernmental body aiming to advance understanding of migration issues, offers assistance for asylum seekers who want to return permanently

http://www.unhcr.org/cgi-bin/texis/vtx/home United Nations High Commission for Refugees site provides news, statistics, research reports and information on the global refugee position

http://www.refugee-legal-centre.org.uk/ The Refugee Legal Centre provides an advice line, training, legal advice and representation

http://www.lasa.org.uk/ The London Advice Services Alliance site is a resource for advisers, providing information about benefits and current policy issues

http://www.education.gov.uk/ The DfE website has information about refugees and asylum seekers and their rights to education, and there is information on EAL (use search to find the relevant area of the website)

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http://www.citizensadvice.org.uk/ Information and advice on a range of related subjects relevant to asylum seekers; information about the location of advice bureaux nationally http://www.redcross.org.uk/ The work of the British Red Cross with asylum seekers and refugees includes oreintation, an information pack, emergency provisions http://familylinks.icrc.org/en/pages/home.aspx This International Committee of the Red Cross site provides a route to reconnect relatives where contact has been lost in conflict or crisis http://www.ein.org.uk/ The Electronic Immigration Network specialises in provision of information on immigration and refugee law. The members’ section of the website is aimed primarily at immigration law practitioners and advisers, but there is also a section containing general resources and links http://www.state.gov/ The US Government’s State Department website has comprehensive human rights reports on individual countries Educational Suppliers: multicultural resources http://www.bilingualism.co.uk/Resources/resources.html Site giving links to bilingual resources http://www.letterboxlibrary.com/index.html Supplier of multicultural materials and titles celebrating diversity; many unusual books that are not easily obtainable elsewhere http://www.macmillan-caribbean.com/home/Home.aspx Educational books and general interest books about the Caribbean; resources to download http://uk.mantralingua.com/ Multicultural resources in 52 languages, many with sound included; posters for learning and software http://www.milet.co.uk/ Children's books, young fiction, dictionaries, bilingual materials, multimedia CD-ROMs http://www.naldic.org.uk The National Subject Association for EAL; news, publications, resources and research http://www.parrotfish.co.uk/ Ethically traded multicultural resources including dolls, religious items, clothes and dressing up, posters and multicultural gifts and musical instruments http://www.tamarindbooks.co.uk/index.asp Multicultural story books for children: Tamarind's website says 'We believe all children should be valued for who they are. They should live in an environment which respects their

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own identity, culture and heritage and they should meet people like themselves in the books they read.' http://www.trentham-books.co.uk/ Publisher and distributor of professional books and journals; sections on Multiculturalism and Refugees and New Migrants http://www.willesdenbookshop.co.uk/ Suppliers of multicultural books and learning materials Multicultural Book Services, Unit 28, Carlisle Business Centre, 60 Carlisle Road, Bradford BD8 8BD (no website but a catalogue of books and materials will be sent on request) 01274 544158

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APPENDIX: ADDITIONAL NOTES 1.1 Notes for the Form Teacher

Actions before the new pupil arrives in class

o Read the Student Profile (see Part 2 of this Pack) to obtain basic information about the young person’s recent history, religious and cultural identity, life experiences, first language and academic background

o Read the preliminary assessment (see Part 2 of this Pack) to help with planning for the admission

o Allocate and train the buddy team (see page 11) o Identify any other students who speak the young person’s first language or who are

from the same culture o If there are none, investigate the possibility of making contact with a young person or

an adult outside of the school who is proficient in the young person’s first language o Obtain information about the new pupil’s level of proficiency in English, bearing in

mind that some learners may find it difficult to communicate verbally but may be able to read some written English

o Consider practical matters of placing in class with a sympathetic and friendly group of students, where the student is to sit, storage of coat, bag, PE kit etc

o Have ready a timetable, a homework diary and a homework timetable o Arrange a time on the first day to show the student how to use the above items o Allocate form time to prepare the class for the arrival of the new student, with a

discussion of the importance of being friendly, kind and welcoming o Treat some areas of the curriculum with great sensitivity: family trees, discussions of

family, childhood memories, war and conflict, issues of grief and loss are all topics which may occur in different subject areas and it may be advisable to arrange alternative activities to protect the young person from distress

o Some schools encourage the pupils in the new student’s class to prepare a welcome book in advance which comprises photographs of each child in the class. Each pupil writes a brief, simply-worded description of himself or herself to accompany the photograph; this is collated and presented to the new arrival as a gift to take home and keep. The class welcome book could also include photos of the school, the classrooms, the cloakrooms, the toilets, the dining hall, the facilities outside of the buildings together with pictures of the staff with their names, and images to represent the different subjects on the curriculum

Actions for the first few days

o Check to make sure that the student has a school bag, a pencil case with contents, full uniform and PE kit (and days when this is required)

o Ensure that the student has a list of the subject teachers and their names (encourage the buddies to help the student to become familiar with these)

o Ensure that the student has a map of the school with the relevant rooms marked on it o Ensure that the lunchtime routine is explained to the student and take steps to see

that there are no difficulties with money or food requirements o This is a very stressful time for the new arrival: provide quiet areas for recreational

time, with games o Offer opportunities to the new pupil to communicate any problems or anxieties

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After the first two weeks

o Seek feedback from subject teachers as to the new pupil’s progress o Seek feedback from the carer to ascertain that the young person is settling in o Encourage the pupil to take part in homework clubs, lunchtime catch-up clubs and

after-school clubs; motivational rewards (gift vouchers, for example) could be given for improvements in work and for good attendance

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1.2 Notes for all staff: protocols relating to sensitive and confidential information Information may be obtained from various sources as well as from interviews with the pupil. Informal conversations and observation of the young person’s responses to particular situations may provide essential background information but it may not be appropriate to make a formal record of the details. Any information, however obtained, must be treated with care and stored securely. The General Medical Council guidelines on the handling and use of personal information should be followed:

o Confidential information should be protected from improper disclosure o It is essential to ensure that subjects understand how the information which they

provide will be used o When it is necessary to disclose information for a particular purpose, only release as

much information as is needed for that purpose o Any request for information to be withheld from third parties must be respected unless

the information is required for child protection procedures o All subjects have the right to prevent information about their health being disclosed to

others

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1.3 Notes for the Senior Leadership Team: Admission and Induction procedures Admission: welcome and interview Are new students and their carers welcomed by a member of the Senior Leadership Team? Do admissions meetings take place in comfortable and private surroundings? Is all the necessary information confirmed or collected during the interview? Does the school use the services of trained interpreters for children who cannot communicate effectively in English? Is the information which is gathered at the meeting passed on to the EAL coordinator, SENCO, inclusion manager and any other relevant agencies? Does the school offer a) phased integration in order to build up to a full timetable and b) arrangements for study at local colleges if appropriate? Are carers provided with full information about the school itself and about the package which has been put together to meet the young person’s needs? Induction: EAL assessment, preparation, planning, peer support and review Does a preliminary assessment of the student’s ability to communicate in English take place before his or her first day, followed by a more detailed and systematic EAL assessment as soon as possible thereafter? Before the new pupil starts in class, are teachers provided with the results of the preliminary assessment together with outline information about his or her circumstances and previous experience of education? Is there an agreed time period between the date of the Admission meeting and the date on which the new pupil starts in class? Do teachers employ a range of strategies to assist the successful integration of students who arrive in school mid-phase? Is there a time (preferably during school hours) and place at which new arrivals may complete their homework, when support is available for them? Are other students involved in welcoming new arrivals? Has the school developed curriculum work that is designed to help pupils to understand the needs, difficulties and experiences of new arrivals? Does the school's curriculum deal with issues of raising self-esteem, dealing with bullying and behaving in a caring and compassionate manner towards new pupils from other cultures?

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Is there a timetable for reviews of new students' progress at strategic points? Does the school identify and seek to make links with relevant community groups, if these are present in the locality? New arrivals: monitoring and evaluation of progress Does the school have a register of minority ethnic students? Does the school delegate responsibility to a key worker (or teacher) for:

o meeting regularly with new arrivals in order to build trust and confidence o monitoring progress o arranging multi-agency support o passing on relevant information to staff o mediating between students and staff if there are any difficulties?

Are there systems in place to monitor the attainment and progress of newly-arrived students who are looked after with EAL? Has the school identified a key member of staff to coordinate and develop provision for newly-arrived students with EAL who are looked after? Is their progress comparable with that of other school pupils? Are their language and cultural needs taken into consideration when literacy and numeracy targets are set? Does the school monitor the quality of teaching for these students? Are carers informed regularly of the children's progress, and notified of any issues of concern which arise in connection with school? Is improvement of provision for newly-arrived students who are looked after with EAL included in the School Development Plan? Does the school actively promote an ethos which encourages diversity and respect for all? Safeguarding: does the school identify and monitor all new arrivals who may be especially vulnerable, liaising with their carers and with social workers?

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1.4 Notes for Governors Staff Development Is training provided for all staff, including non-teaching staff, on the admission and induction of newly-arrived students who are looked after with EAL? Is training provided for all staff on effective strategies for working with the students including dealing with racism and challenging racist remarks confidently? Policy issues Are there robust policies and strategies in place to combat bullying and racism? Are governors informed of the needs of these students and of the school’s procedures and actions to meet those needs?

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NOTES