Schools Against Deportations - Guidance for Schools

Guidance for schools

Home from Home: A guidance and resource pack for the welcome and inclusion of refugee children and families

Home from Home is a resource pack that provides guidance for the successful inclusion of refugee children and families into school. The materials have come from the experience of staff at Salusbury WORLD, an innovative refugee project based at Salusbury primary school.

The effective practice described in this pack will be relevant to anyone who works in support of children¹s education, in both primary and secondary sectors: teachers and teaching assistants, learning mentors, home school liaison workers, educational psychologists and others.

The pack is divided into clearly signposted sections for quick and easy reference, covering:

* Welcoming refugee children and their families to the school community
* Preparing for new arrivals in the classroom
* Helping refugee children become effective learners
* Creating opportunities for parents to get involved
* Developing play opportunities after school and in the holidays
* Signposting advice and support in areas such as housing, health and immigration

An order form can be downloaded from the Salusbury WORLD website.

Commission for Racial Equality

The CRE provides a range of guidance that schools will find useful. These include:

The duty to promote race equality, with links to guidance on writing policy. This can be accessed in the Good Practice area of the site.

Learning for All: Standards for racial equality in schools. This is good practice guidance (CRE 2000) that sets out standards for race equality work in schools. It provides schools with a useful tool to audit their current performance in dealing with racial equality matters. Section F provides guidance on standards in working in partnership with parents, governors and communities.

Managing Pupil Mobility: Guidance
Managing Pupil Mobility: A Handbook for Induction Mentors.

A two-year DfES project looked at pupil mobility in 51 schools (48 secondary and three primary) in England. They have now published two documents, Managing Pupil Mobility: Guidance and Managing Pupil Mobility: A Handbook for Induction Mentors. Topics covered in the publications include are:

* The challenge of pupil mobility
* Induction
* Accessing the curriculum
* Narrowing the attainment gap
* Exiting procedures
* Involving other agencies
* The role of the induction mentor

Both publications can be available to order from the DfES publications agency, Prolog. Tel: 0845 602 2260 quoting references DfES/0781/2003 and DfES/0780/2003.

Working Together: Giving children and young people a say

This DfES guidance is for school governing bodies and Local Education Authorities (LEAs), to encourage the involvement of children and young people in decision-making processes. LEAs and schools are required to have regard to this guidance under section 176 of the Education Act 2002. But it is for LEAs, teachers and governors to decide how best to involve children and young people. The guidance provides a basis for schools to decide how best to involve children and young people in all aspects of the life of the school, with examples of good practice for them to use and adapt.

Copies have been sent to all schools and LEAs, and can be obtained from the DfES at www.dfes.gov.uk/participationguidance or by calling 0845 602 2260 and quoting reference DfES/0134/2004.

Managing Support for the Attainment of Pupils from Minority Ethnic Groups (Ofsted October 2001)

This report includes a summary of characteristics of effective LEA management of support for raising the attainment of pupils from minority ethnic groups.

Managing Pupil Mobility (Ofsted 2002)

This report presents the findings of a study into the effects of pupil mobility and what schools do to mitigate those effects.

The education of asylum-seeker pupils (Ofsted 2003)

Ofsted report on their evaluation of the impact on schools of the arrival of asylum-seeker pupils. The vital contribution of EMAG funded school staff is acknowledged in the main findings of the report. Case studies at the end of the report give detailed examples of effective use of EMAG to support the achievement of asylum-seeker pupils.

Aiming High: Guidance on Supporting the Education of Asylum Seeking andRefugee Children

The DfES has issued new guidance on supporting the education of asylum seeking and refugee children. Areas covered include:

* LEA roles and responsibilities
* Good practice in the Early Years
* Providing a welcoming environment
* Meeting language needs
* School, home and community links
* Supporting vulnerable pupils

The publication is available from the DfES. Tel: 0845 6022260 quoting reference DfES/0287/2004.

Relearning to Learn (National Union of Teachers 2002)

This publication has been produced as part of the National Union of Teachers' Professional Development Programme. The booklet offers advice to teachers new to teaching children from refugee and asylum-seeking families.

Working with parents

This area of the Teachernet website aims to help schools and teachers understand how to work with parents effectively and why it is important to do so.

IPRA toolkit - involving parents, raising achievement

This downloadable IPRA booklet contains information and ideas to help you develop successful home-school links.

Websites with information for teachers in UK schools

Trentham Books - publisher of several books for teachers on refugee issues

Refed - Refugee Education mailing and discussion list

LEA and LEA Ethnic Minority Achievement Service sites

Some local education authorities and their ethnic minority achievement services have developed websites to provide information to schools and promote good practice with newly-arrived pupils and refugees.

These include:

Birmingham, Leeds and Manchester local education authorities

This online resource base for teachers has been developed by Birmingham, Leeds and Manchester LEAs. It aims to become a focal point for teachers and others supporting Black and Minority Ethnic pupils, by providing content, encouraging contribution and signposting to advice and guidance.

Hampshire EMA Service

This section of the Hampshire EMA Service website aims to provide information about supporting newly arrived pupils

Haringey EMA Service

Information and advice on teaching refugee and asylum-seeker pupils

Hillingdon EMA Service
Hillingdon's EMA Service provides a downloadable guidance document providing secondary teachers with an extensive toolkit for supporting the induction of new arrivals.

Hounslow Language Service
This section of the Hounslow Language Service website links to guidance and esources for welcoming refugee pupils and new arrivals.

Leicester Minority Ethnic Language and Achievement Service
This section of the LEA¹s website gives information, key contacts and links to guidance and resources on teaching refugees and asylum-seeker pupils.

Manchester EMA Service

This section of the site provides a range of guidance to schools supporting the integration and achievement of new arrivals.

Nottingham LEA's Learning Portal

This section provides links to guidance on teaching refugee and asylum-seeker pupils

Portsmouth EMA Service

This section provides comprehensive background information and a range of guidance and resources for supporting refugee and asylum-seeker pupils.


Guidance for schools Home from Home: A guidance and resource pack for the welcome and inclusion of refugee children and families Home from Home is a resource pack that provides guidance for the successful inclusion of refugee children and families into school. The materials have come from the experience of staff at Salusbury WORLD, an innovative refugee project based at Salusbury primary school. The effective practice described in this pack will be relevant to anyone who works in support of children¹s education, in both primary and secondary sectors: teachers and teaching assistants, learning mentors, home school liaison workers, educational psychologists and others. The pack is divided into clearly signposted sections for quick and easy reference, covering: * Welcoming refugee children and their families to the school community * Preparing for new arrivals in the classroom * Helping refugee children become effective learners * Creating opportunities for parents to get involved * Developing play opportunities after school and in the holidays * Signposting advice and support in areas such as housing, health and immigration An order form can be downloaded from the Salusbury WORLD website. Commission for Racial Equality The CRE provides a range of guidance that schools will find useful. These include: The duty to promote race equality, with links to guidance on writing policy. This can be accessed in the Good Practice area of the site. Learning for All: Standards for racial equality in schools. This is good practice guidance (CRE 2000) that sets out standards for race equality work in schools. It provides schools with a useful tool to audit their current performance in dealing with racial equality matters. Section F provides guidance on standards in working in partnership with parents, governors and communities. Managing Pupil Mobility: Guidance Managing Pupil Mobility: A Handbook for Induction Mentors. A two-year DfES project looked at pupil mobility in 51 schools (48 secondary and three primary) in England. They have now published two documents, Managing Pupil Mobility: Guidance and Managing Pupil Mobility: A Handbook for Induction Mentors. Topics covered in the publications include are: * The challenge of pupil mobility * Induction * Accessing the curriculum * Narrowing the attainment gap * Exiting procedures * Involving other agencies * The role of the induction mentor Both publications can be available to order from the DfES publications agency, Prolog. Tel: 0845 602 2260 quoting references DfES/0781/2003 and DfES/0780/2003. Working Together: Giving children and young people a say This DfES guidance is for school governing bodies and Local Education Authorities (LEAs), to encourage the involvement of children and young people in decision-making processes. LEAs and schools are required to have regard to this guidance under section 176 of the Education Act 2002. But it is for LEAs, teachers and governors to decide how best to involve children and young people. The guidance provides a basis for schools to decide how best to involve children and young people in all aspects of the life of the school, with examples of good practice for them to use and adapt. Copies have been sent to all schools and LEAs, and can be obtained from the DfES at www.dfes.gov.uk/participationguidance or by calling 0845 602 2260 and quoting reference DfES/0134/2004. Managing Support for the Attainment of Pupils from Minority Ethnic Groups (Ofsted October 2001) This report includes a summary of characteristics of effective LEA management of support for raising the attainment of pupils from minority ethnic groups. Managing Pupil Mobility (Ofsted 2002) This report presents the findings of a study into the effects of pupil mobility and what schools do to mitigate those effects. The education of asylum-seeker pupils (Ofsted 2003) Ofsted report on their evaluation of the impact on schools of the arrival of asylum-seeker pupils. The vital contribution of EMAG funded school staff is acknowledged in the main findings of the report. Case studies at the end of the report give detailed examples of effective use of EMAG to support the achievement of asylum-seeker pupils. Aiming High: Guidance on Supporting the Education of Asylum Seeking andRefugee Children The DfES has issued new guidance on supporting the education of asylum seeking and refugee children. Areas covered include: * LEA roles and responsibilities * Good practice in the Early Years * Providing a welcoming environment * Meeting language needs * School, home and community links * Supporting vulnerable pupils The publication is available from the DfES. Tel: 0845 6022260 quoting reference DfES/0287/2004. Relearning to Learn (National Union of Teachers 2002) This publication has been produced as part of the National Union of Teachers' Professional Development Programme. The booklet offers advice to teachers new to teaching children from refugee and asylum-seeking families. Working with parents This area of the Teachernet website aims to help schools and teachers understand how to work with parents effectively and why it is important to do so. IPRA toolkit - involving parents, raising achievement This downloadable IPRA booklet contains information and ideas to help you develop successful home-school links. Websites with information for teachers in UK schools Trentham Books - publisher of several books for teachers on refugee issues Refed - Refugee Education mailing and discussion list LEA and LEA Ethnic Minority Achievement Service sites Some local education authorities and their ethnic minority achievement services have developed websites to provide information to schools and promote good practice with newly-arrived pupils and refugees. These include: Birmingham, Leeds and Manchester local education authorities This online resource base for teachers has been developed by Birmingham, Leeds and Manchester LEAs. It aims to become a focal point for teachers and others supporting Black and Minority Ethnic pupils, by providing content, encouraging contribution and signposting to advice and guidance. Hampshire EMA Service This section of the Hampshire EMA Service website aims to provide information about supporting newly arrived pupils Haringey EMA Service Information and advice on teaching refugee and asylum-seeker pupils Hillingdon EMA Service Hillingdon's EMA Service provides a downloadable guidance document providing secondary teachers with an extensive toolkit for supporting the induction of new arrivals. Hounslow Language Service This section of the Hounslow Language Service website links to guidance and esources for welcoming refugee pupils and new arrivals. Leicester Minority Ethnic Language and Achievement Service This section of the LEA¹s website gives information, key contacts and links to guidance and resources on teaching refugees and asylum-seeker pupils. Manchester EMA Service This section of the site provides a range of guidance to schools supporting the integration and achievement of new arrivals. Nottingham LEA's Learning Portal This section provides links to guidance on teaching refugee and asylum-seeker pupils Portsmouth EMA Service This section provides comprehensive background information and a range of guidance and resources for supporting refugee and asylum-seeker pupils.		Home Sign declaration News Previous campaigns Briefing Campaign resources Educational materials Contact us
Last updated: 20 April 2005