|
New Arrivals
Key Messages
· Newly-arrived children and their families need to be warmly welcomed and feel safe and secure in the school environment. This requires a whole school approach. Schools therefore need to ensure that they have a carefully considered admissions procedure in place.
· It is important that new arrivals find their language and culture positively reflected in the school environment.
· Building trusting relationships with parents is an essential element of working with newly-arrived children.
· Schools should take account of the cultural, linguistic and academic needs of newly-arrived children and recognise the positive contribution newly-arrived children and their families can make to the school.
· Obtaining information about new arrivals is key to helping the child settle and start to make progress in school.
‘No child should be expected to cast off the language and culture of the home as he crosses the school threshold, nor to live and act as though school and home represent two totally separate and different cultures which have to be kept firmly apart.
The curriculum should reflect many elements of that part of his life, which the child lives outside school. Their bilingualism is of great importance to the children and their families, and also to society as a whole. "Bullock Report 1976
Advice on admitting pupils new to English and newly arrived Gypsy Roma Traveller pupils.
Printable leaflet giving starting points for new arrivals who have English as an additional language (EAL).
Guidance on supporting newly arrived children in the Early Years.
E-learning module: This course offers introductory guidance, practical resources, and videos of proven primary and secondary school provision for newly-arrived beginner speakers of English as an Additional Language (EAL). It is particularly useful for teachers new to working with beginner learners of EAL.
|
