1. The New Arrivals Experience

2. New Arrivals Excellence Programme Guidance
Developed by Primary and Secondary National Strategies
The whole programme can still be accessed and found if Google used. Below is a useful link where all docs are held on one place.

3. New Arrivals New arrivals may be described as:
Who are the new arrivals?
  New arrivals may be described as:
 International migrants – including refugees, asylum seekers and economic migrants from overseas.
Internal migrants – including pupils joining the school as a result of moving home within the UK, this might include Gypsy, Roma and Traveller pupils.
Institutional movers – pupils who change schools without moving home, including exclusions and voluntary transfers. Highly likely to have identified SEND.
Individual movers -pupils who move without their family, for example looked after children and unaccompanied asylum seeking children.

4. Some schools have high mobility…
‘Schools which manage to establish good processes and practices most effectively are often those which perceive themselves as including mobile pupils in their identity. In other words, they are not schools “with the problem of mobility”, but rather a school, part of whose population is mobile.’
Managing pupil mobility (DfES )

5. The message behind …. The Children and families Act 2014 encourages ;
schools to respond to the lives of children in an holistic way and to develop approaches to
ensure that all children and young people are supported in overcoming potential barriers to
learning and achievement and are able to realise their potential.

6. Key messages
Schools successful in welcoming new arrivals and accelerating their progress adopt a whole-school approach with strong leadership
Planning for new arrivals should be embedded in the school improvement cycle of review, plan, implement, monitor and evaluate.

7. IN ORDER FOR TRANSITION FOR NEW ARRIVALS TO BE EFFECTIVE IT REQUIRES…
The school SLT to give a clear lead on a whole-school approach to transition, admission and induction making provision for professional development for staff to support them in including and incorporating the learning needs of new arrivals in the day-to-day quality first teaching, developing partnerships with parents and families and monitoring and evaluating the impact of the provision on children’s well-being, progress and attainment;
All the middle leaders (including the coordinator for EMA) to support implementation of the whole-school approach and to actively promote the development of effective teaching through professional development which may include whole-staff training, modelling and coaching.

8. New Arrivals need…
All new arrivals including children with SEND, children looked after, refugees, asylum seekers and economic migrants from overseas have;
The right to enjoy a welcoming, safe and stress-free environment within school.
They need to know that they are valued and that they belong even if their stay in your school is short.
It is important that they are made to feel part of the school from the very first visit.

9. Preparation for New Arrival
It is very useful if the school has an opportunity to have a meeting with the parents and child before admission to school. This may delay start for a day or so but more important to gather information to ensure good preparation. Depending on the child’s needs the meeting could include the use of an interpreter or family friend, where possible or appropriate.

10. Not a good start….
If schools have not thought about how to break down barriers for communication and social interaction, the first few days for children who are new to English or have SEND/SEMH needs could prove challenging to both children and staff.

11. Early days communication…
Provide a ‘ go to’ adult or older pupil who can listen to any questions or early worries.
Provide fans with pictures and simple phrases which indicate if the child is thirsty, is feeling sad, sick, needs a pencil, needs to go to the toilet, is okay and so on.
Ask parents and child ( at the preparation meeting) how, and to whom, the child would prefer to communicate any worries or questions. If appropriate ask for a list of basic phrases including greetings, basic needs and so on, and how to pronounce them.

12. Use technology….. Be pre-prepared;
enlist the class to develop a DVD of your school day showing times of transition i.e. going to assembly, PE , out to play;
this can be shown in class prior to the transition , all children will enjoy looking at their video and it will prove helpful for your new child with EAL ( and any other new child);
a DVD could be made by your class to show the parents what happens at school , as an aid to communication.

13. Buddies…
Designating a buddy will provide much needed support in the new arrival’s early days.
Who might be a buddy could be discussed and agreed in the class at the beginning of the school year so that the class are well prepared to support a new arrival- and have an understanding why this is important.
In the case of younger children, it may be beneficial to designate two buddies, particularly if the new arrival speaks little English, as younger children may find it difficult to sustain being a buddy throughout an entire day or over several days.

14. Where shall we place the child?
Research has shown that high cognitive challenge and an age-appropriate curriculum are crucial to all EAL learners. Therefore, the most appropriate place for children most new to English is in an age-appropriate classroom with their peers. The same applies for children with SEND, they are likely to thrive, adapt socially and make progress when with their peers in age appropriate lessons.

15. The Induction period is not the end of process …
Schools should regularly monitor their new arrivals processes by asking new arrivals to feedback on their experience and how it made a difference for them.
What would have improved their experience ?