Some new arrivals might have gaps in their learning as a result of interrupted schooling. Some might have had little or no previous school experience.

Removing barriers to learning experienced by these pupils can be challenging, especially those barriers faced by older learners at secondary school age.

Who are children with little or no prior education?

Some international new arrivals may experience disruption to their schooling before arrival in the UK. Some who are over five years old may have had no formal schooling. Reasons for this can include:

• being asylum seekers. There is further information on these pupils in the 'Teaching refugees and asylum seekers' area of this site
• being poor in countries where schooling is not universal
• being from a place with no easy access to schooling, including rural areas
• being a girl.

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What is the impact of having little or no prior education on these pupils?

While recognising that these pupils may have acquired key social and learning skills outside school, it is helpful to consider the consequences of this experience on new arrivals. They may have:

• few or no literacy skills in any language
• lack of basic curriculum knowledge
• lack of formal learning skills
• difficulties in adjusting to a formal learning environment and its expectations
• emotional and behavioural problems resulting from lack of confidence, frustration and low self-esteem.

This group of pupils has been the focus of a cross-borough working party led by the City of Westminster’s Language and Ethnic Minority Achievement Service (School Effectiveness Group). The working party has researched potential issues that might arise for these pupils in their new school settings. Findings highlight the need for schools to have systems and procedures in order to respond with knowledge and confidence to the following issues:

• slow progress and difficulty in learning key skills
• anxiety about not being able to read or write
• pupils being embarrassed about their lack of English
• isolation and loneliness
• bullying
• unfamiliarity with English mainstream regulations or routines
• difficulty in doing homework assignments.

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Good practice

The working party has recognised that these pupils can experience successful integration and quick progress. When they receive targeted support that quickly and effectively tackles barriers to learning, underachievement can be avoided. If pupils experience enough success early on they can be expected to show growing commitment and engagement with learning activities.
DfES and Ofsted guidance emphasises the importance of good induction procedures to support pupil achievement. The 'Admission procedures' area of this site offers guidance on this. These procedures include good initial assessment that provides teachers with information that can support planning and learning group placement. The 'Initial assessment' area of this site offers guidance on this.

Good practice in school also includes:

• a school environment where pupils feel welcome and safe
• good communication between school, pupils and carers with clear translated information about the school system and expectations. The 'Interpreting and translation' area of this site offers guidance on this
• flexibility in the curriculum, including ‘welcoming’ activities and responding to different learning styles. The 'Modifying and adapting the curriculum' area offers guidance on this
• good EAL support. The 'English as an additional language' area offers guidance on this
• opportunities to develop literacy skills in pupils’ first languages
• clear routines and practices to help the pupils manage and succeed within the system
• peer mentoring, including buddy schemes. The 'Peer support' area offers guidance on this
• prompt and frequent celebration of success
• particular support for attendance
• recognition and celebration of diversity in the curriculum. The 'Culturally diverse and inclusive curriculum' area offers guidance on this
• opportunities for sharing life experiences within the curriculum
• support for access to libraries and first-language and dual-language resources
• in-service training to raise understanding of the needs of these pupils across the whole school community
• family learning opportunities. The 'Family learning' area of this site offers guidance on this

Induction mentors, Connexions personal advisers and bilingual language assistants (see case study) are an important resource that can contribute significantly to the progress of new arrivals who need particular support.

The DfES publication Managing pupil mobility: guidance identifies further strategies for responding to the learning needs of new arrivals who need support with basic skills. These include additional programmes such as:

• provision of additional literacy and reading lessons
• tailored integration programmes involving other agencies, including refugee community groups.

Access to reading programmes, additional arts projects and opportunities to learn skills in information technology can be especially helpful.

The Language and Curriculum Access Service in the London Borough of Enfield produced a Refugee education handbook as a reference resource primarily for teachers. This includes a list of suggestions for involving bilingual pupils who have had little formal education (see downloads).

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Case studies

The City of Westminster’s Language and Ethnic Minority Achievement Service (School Effectiveness Group) New to schooling project: using bilingual language assistants

The Somali Children’s Trust: Supporting young people’s access to schooling

The two case studies (downloadable from the right-hand navigation bar) demonstrate how one LEA and a community group have worked to develop effective ways of supporting the engagement and progress of new arrivals from overseas with little or no prior education.

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Useful weblinks

Please note: QCA is not responsible for the content of external sites

Connexions
Connexions offers a range of guidance and support for 13- to 19-year-olds. This site provides information about Connexions services, including the provision of personal advisers. The guidance report Connexions supporting young asylum seekers and refugees can also be downloaded.

Ofsted: Managing pupil mobility
This report (2003) presents the findings of a study into the effects of pupil mobility and what schools do to mitigate those effects. Pupil mobility is defined as the total movement in and out of schools by pupils other than at the usual times of joining and leaving.

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