Presentation on theme: "ITE session Teaching new arrivals. To increase awareness of the reasons new arrivals from overseas join schools at non-standard times To look at effective."— Presentation transcript:
To increase awareness of the reasons new arrivals from overseas join schools at non-standard times To look at effective practice in supporting refugee and asylum seeker new arrivals Aims
Viewing the online promotional film for SHARED Futures, showing ways schools across the UK welcome and support young refugee new arrivals. See: www.sharedfutures.org.uk/chapter1.html Pre-session activity discussion feedback
Main groups of international new arrivals EU and EEA nationals Former refugees from other EU countries Families coming to work or joining parent in work Family reunion Asylum seekers Unaccompanied or separated children Returning from extended visit overseas
Schools’ legal responsibilities Right to education LAs and schools have to comply with the Race Relations Act 1976 and the Race Relations (Amendment) Act 2000 Schools must monitor the attainment of different groups of pupils Schools have a duty to promote community cohesion Local authorities must promote the educational achievement of looked after children, including unaccompanied asylum seeker children Teachers must respond to pupils’ diverse learning needs, and provide opportunities for all pupils to achieve, including refugees and asylum seekers
The Convention on the Rights of the Child Adopted by UN General Assembly 20 November 1989, Ratified by United Kingdom 16 December 1991 KEY PRINCIPLES Article 1: The CRC defines ‘child’ as anyone ‘below the age of eighteen years. CRC rights apply to all children. Article 2: All rights in the Convention apply without any discrimination of any kind - race, colour, language, religion, national, ethnic or social origin, disability or other status. Article 3: The best interests of the child must be a primary consideration in all actions concerning children.
Article 22: The right of refugee children to appropriate protection and humanitarian assistance. Article 10: The right to be reunited with parents. Article 12: The right of children to an opinion and to have that opinion taken into account, in any matter or procedure affecting the child. Articles 26 & 27: The right to benefit from social security and the right to a standard of living adequate for proper development. Article 30: The right to enjoy his/her own culture, practice his/her own religion and use his/her own language. Article 39: The right, if the victim of armed conflict, torture, neglect or maltreatment to receive appropriate support for physical and psychological reintegration into society.
Models of LA provision Holistic EAL BME New arrivals Race equality Vulnerable children (Ref. Arnot and Pinson 2005)
Paying attention only to certain aspects of newly arrived children’s needs, even if resulting provision is of good quality, may be ineffective because other unacknowledged factors are impeding their engagement and achievement.
New Arrivals Excellence Programme: Primary and Secondary National Strategies Key Guidance www.standards.dfes.gov.uk/primary/pu blications/inclusion/neap_guidance
Pathways to learning for new arrivals (QCA) www.qca.org.uk/newarrivals
NRIF Refugee integration: good practice in education settings www.nrif.org.uk
The role of the school To provide: a welcoming, safe and stress-free environment opportunities to work with peers and make friends a place where they are valued and belong recognition of their skills and talents the chance to quickly feel part of the community a normal learning environment accessible learning opportunities support for wider needs
Things that refugee young people say help them Having friendships and people to trust Caring, supportive and friendly teachers who are confident and interested in teaching children and young people from diverse backgrounds Being included in all activities Opportunities to do activities with refugee and non-refugee peers, both in and out of school Being in a school that values and celebrates other cultures
Teachers need to: Engage refugee pupils with a relevant curriculum Develop effective teaching and learning strategies and make early interventions to tackle underachievement Promote the participation of refugee pupils in all aspects of school life and the involvement of parents where their views are actively sought
The critical test of inclusion Managing transition Adaptation is a mutual process Schools must be willing to make changes
A positive inclusive ethos recognises the support needed for refugees. A positive ethos where belonging and identity is supported may more readily be achieved in a situation where the young people and staff come from a diverse range of ethnic, linguistic and religious backgrounds. A positive ethos
A welcoming environment ‘Me and the children were the only Africans there – everybody is staring at us and nobody said hello. It’s such a small thing, but it affects you so much.’ Refugee mother interview in Invisible pupils: the experience of refugee pupils in Scottish schools by Joan Stead et.al
Good induction practice Learn the procedures Alleviate initial anxieties Help the pupil to settle Monitor progress Have high expectations Take decisive action on bullying and racism
Before the pupil arrives in class It’s good to know in advance Find out key information
Useful information First (and other) languages Exposure to English Literacy in L1 Schooling (UK & abroad) Curriculum skills Interests, achievements and aspirations Important experiences Learning difficulties Wider needs Who to go to for advice
Before the pupil arrives…. Its useful to know something about the education system in the country a child has come from. www.qca.org.uk/newarrivals
Five ways to help children and young people feel safe and welcome 1. Talk to the class/Tutor group about a new pupil before his/her first day 2. Pronounce the pupil’s name correctly 3. Develop peer support and social support 4. Promote activities that can help develop understanding and skills 5. Give new arrivals early responsibilities
Activating prior knowledge Activating prior knowledge helps create links between what is known in the first language with the new learning, either linguistic or curricular Research indicates that fluency in the home language helps pupils achieve in English
Five ways to support use of home languages 1. Make labels, signs and displays 2. Encourage talk about things read, written or watched in other languages 3. Involve parents and multilingual members of staff 4. Encourage peer learning activity discussion and role play in LI where appropriate 5. Encourage use of bilingual dictionaries, dual language and mother tongue books
Acquiring EAL – key principles EAL learners’ right of access A secure environment where pupils are valued, low anxiety levels and high expectations EAL learners acquire English best through interaction with other users of English The first language has an important role in the acquisition of additional language Cognitively challenging learning experiences
Planning for EAL learners Part of whole class approach Relevant, motivating and culturally inclusive learning contexts Opportunities for speaking and listening Consideration to language demands, maximising visual support Activating prior learning EAL Staff involved in planning
Listening in, not tuning out Plan activities that allow new arrivals to: Listen in to peer talk Do practical activities where they can use English safely
Group and collaborative activities Tasks that involve purposeful use of language For example sorting and organising information
The role of support staff Support staff are central to helping newly-arrived children get off to a good start. They help by: Getting to know pupils Visiting families Integrating newly-arrived pupils into school and classroom life Facilitating pupils’ acquisition of English Acting as an advocate for pupils from a knowledge of their strengths and skills
Working with parents “In the case of mobile children, parents/carers become the force for continuity, and the importance of parental involvement in protecting children from any adverse effects of mobility (needs to be) stressed.” Pupil Mobility, Attainment and Progress During Key Stage 1: a study in cautious interpretation. S. Strand (NFER-NELSON) in British Education Research Journal Vol. 28 No 1 2002
QTS Standards Relationships with children and young people Q1: Have high expectations of children and young people. Achievement and diversity: Q19: Know how to make effective personalised provision for those they teach, including EAL learners, and how to take account of diversity and teach inclusively. Q20: Know and understand the roles of colleagues with specific responsibilities.
QTS Standards Health and well-being: Q21: (b) Be able to identify and support those whose progress, development or well-being is affected by difficulties in personal circumstances. Teaching: Q25: (a) use a range of teaching strategies and resources, taking practical account of diversity and promoting equality and inclusion. (b) build on prior knowledge, develop concepts and processes. (c) adapt their language to suit the learners they teach.
Further activity Write a case study on a newly arrived child or young person in your school setting. Information should include: a) Background information on the child’s prior learning and experiences b) Information on the child’s accomplishments/achievements and progress c) Information on some of the barriers encountered by the child and how he/she is surmounting them d) The child’s own perspectives e) Suggested areas/approaches for further interventions to support the child’s integration and achievement