All pupils who arrive after the start of the school year need special induction procedures to help them to settle into the school and become effective learners in as short a time as possible.

Good induction practices are particularly important for newly arrived EAL pupils who may be facing culture shock and emotional issues as well as mastering a new language. They may come from countries where the education system is very different and schooling may be organised in a different way. They may be new to group work, practical work and subjects such as Drama, Art or Citizenship. They will certainly not be familiar with all the requirements of the National Curriculum. Refugees and asylum seekers may have had their education interrupted by war or unrest in their own countries. Some children may not have been to school at all and may have no experience of school routines.

Investing time in induction will ensure that newly arrived and refugee  bilingual pupils get the best possible start in school and enhance their chances of making good progress.  Check that you or your school

• provide information such as a welcome booklet for parents and is it translated into relevant languages

• provide interpreters for the pre-admission interview with parents or carers

• reassure parents that information they tell the school will be confidential, an issue of particular concern and importance for refugee and asylum seeking families

• explain possible differences in teaching methods between the UK and their home country

• explain the way pupils are helped to learn English and how parents can help

• give all teachers information about new pupils via staff meetings or a notice board

• are aware of pupils’ dietary, religious and health care requirements

• inform language support teachers of the arrival of new pupils

• inform the class or tutor group that they will be receiving a new arrival so they are prepared to be welcoming on the first day

• interview the new pupil to assess his or her past educational experiences and future needs

• record educational background information and make it available to staff who will be working with the pupil

• give the new pupil helpful induction information, such as a local map, plan of the school, name of their teachers and a timetable and make sure this material accessible to learners who speak little or no English

• allocate a ‘befriender’ for the newly arrived pupil -a well established pupil who ideally shares the newcomer's language, and can act as a friend during the first days and weeks

• make sure the ‘befriender’ is briefed to make sure the pupil knows where the toilets are, what to do about lunch, where to go for different lessons, and to introduce them to their teachers

• give the new pupil with a card which gives vital information to staff coming into contact with them during the first few days and means they don't have to repeat themselves endlessly

Young people from refugee and asylum seeking backgrounds are a diverse group who need to be considered as individuals. A significant number of these children may

• have suffered great emotional trauma and loss in their home countries

• be separated from their parents or regular carers

• have parents who are emotionally absent or, alternatively, over-protective

• have suffered a drop in their standard of living and other major changes in their lives

• be living with families receiving reduced or no welfare benefits

• be living in temporary accommodation and as a result have attended a number of schools

• speak little or no English on their arrival in Britain

• have suffered an interrupted education in their countries of origin

• be living with families who do not know their educational and social rights and find difficulty in accessing school places and communicating with schools

• arrive at school in the middle of the term and experience additional problems integrating

• suffer bullying or isolation

• have limited rights to study in further education

Schools’ induction policies and provision for these pupils should take into account all these factors.

Adapted from  guidance from the Refugee Council