Supporting language and learning

Many refugee children have a home language other than English. Teachers should value this linguistic diversity and provide opportunities for children to develop and use their home language in their learning.

Refugee children may be at different stages of learning English as an additional language (EAL). Some will be developing their first language; others may be bilingual when they enter school. As with their first language, English needs to be learned in context, through practical, meaningful experiences and interaction with others.

Some refugee children may have experienced primary education and some exposure to English since their arrival. Other children may be newly arrived in England and may have significant gaps in their prior learning.

Good practice

Primary schools have developed a range of strategies to help refugee children learn and achieve by supporting them to participate fully in the curriculum and make the best possible academic and social progress.

Build on what children already know and can do

The meeting the needs of all children area of this website suggests ways to gather information about children’s prior learning and ways of supporting their initial engagement with the curriculum.

Effective assessment for learning can help children build on what they already know and enable teachers to set appropriate learning goals. Guidance is available on the Assessment for learning area of the QCA Pathways to learning for new arrivals website.

Encourage children to use their first language

Monitor progress and achievement

By monitoring the progress and achievement of all groups of children, schools can ensure that refugee children get the support they need to achieve their potential. The meeting the needs of all children area of this website provides guidance on monitoring the early progress of new arrivals.

Modify and adapt the curriculum

By modifying and adapting the curriculum, schools can support the access and achievement of refugee children, including those learning EAL. Guidance on Modifying and adapting the curriculum is available on the QCA Pathways to learning for new arrivals website.

Have high expectations

Having high expectations of the abilities of refugee children, including those with EAL, will support their motivation and engagement. Children who are gifted and talented learners should be identified early. Guidance on teaching gifted and talented newly arrived children is available on the Gifted and talented area of the QCA Pathways to learning for new arrivals website.

Support children who are learning EAL

Guidance is available on the English as an additional language area of the QCA Pathways to learning for new arrivals website. Ethnic minority achievement services (EMAS) in several local authorities (LAs) have developed resources and guidance which are available on their websites. One such example is EMA - Online Support for Ethnic Minority Attainment, a resource for teachers developed by Birmingham, Leeds and Manchester LAs. Bristol EMAS has provided a useful detailed menu of targets and strategies for mainstream teachers, suitable for drawing up action plans in relation to EAL learners (.doc) This is available as a free download. The Department for Children, Schools and Families (DCSF) Ethnic Minority Achievement website provides schools with guidance and case studies of good practice.

Teaching and learning

A variety of strategies can make lessons accessible to refugee children and ensure that activities and learning materials reflect their languages and cultures. Guidance on Planning for inclusion is provided on the QCA Pathways to learning for new arrivals website. Collaborative learning activities provide effective support to EAL learners to access and engage with the curriculum. Nottingham Ethnic Minority Achievement Service provides, as a free download, guidance on developing Collaborative learning in the classroom activities with a range of examples and colourful supporting materials.

Make use of ICT

The use of ICT can free teachers, support staff and children from the usual constraints of the classroom. Resources that connect with pupils’ experiences, including their linguistic and cultural heritage, can be harnessed through developing collaborative activity around a topic . The British Educational Communications and Technology Agency’s (Becta) provides a range of resources to support teachers using ICT to support EAL

Develop flexible approaches

Different approaches can help meet the needs of children who may have gaps in their learning. This can include providing additional learning opportunities, such as out-of-school-hours activities. The out-of-school-hours learning section of this website provides guidance on this.

Partnerships with other agencies and services

Partnerships, including those with community schools run by RCOs, can benefit children who need to catch up with their learning. Guidance on how to support Children with little or no prior education can be found on the QCA Pathways to learning for new arrivals website.

Support the emotional needs of refugee children

Children’s difficult experiences, including separation from close friends and family, can impact on their learning. The promoting emotional well-being section of this website provides guidance.

Develop the roles of additional adults

Guidance on Working with additional adults in the classroom can be found on the QCA Pathways to learning for new arrivals website.

Additional adults include:

• Teaching and classroom assistants
• Learning mentors
• Induction mentors
• Learning support assistants
• Bilingual language assistants
• Nursery nurses.

Additional adults can help remove barriers to learning and ensure all pupils are included.