Working with UASC (unaccompanied asylum seeking children)

1. Working with UASC (unaccompanied asylum seeking children) Steve Green Support Officer Virtual School Kent

2. Refugee or Asylum seeker ? • Refugee:-a person with defined refugee status has fled his home country and is unable to return due to a well founded fear of being persecuted for reasons of race, religion, nationality, membership of a social/political group • Asylum seeker:- is a person who has crossed an international border in search of safety and refugee status-(Asylum seeking children make up around 6% of LAC) DCSF (2009)

3. UASC • Some of the most at risk children in care because:- • Many enter the country without adult supervision • Able to speak little or no English • Limited or disrupted education • May have endured traumatic events, war, rape, loss, etc • May have no one to care for them in their home country • May have experienced persecution or hardship that has led to disturbed behaviour • May have lost family, friends, belongings and experienced shortages of food and necessities

4. UASC (cont) • May have experienced rape, torture or forced to join armies/militia • Traumatic experiences can result in strong emotional reactions • Lost of contact with family/friends in home country • Maybe unsure of protocols/customs regarding practising faith in UK

5. Good practice- Key Messages • The best place for EAL students is in the mainstream classroom. Language support for children new to English should be based around the language they need to access the curriculum • EAL learners should be given opportunities to use their first language for learning • The learning context can be made more supportive via scaffolding activities • Teachers need to identify language demands of lessons, and plan opportunities to use at least some of that language in meaningful way • Children new to English need to be provided with achievable tasks that provide appropriate age related cognitive demands • Bilingualism is an asset and first language has a continuing role in identity, and learning • Induction is important; ensure carers/UASC are shown around and any possible differences explained (interpreters used)

6. Good Practice-Key Messages (cont) • Buddies can help if they either speak the same language or alternatively are sympathetic to the needs of UASC • Ensure schools inform carers of their rights to free school meals, travel, school milk uniform etc • Try to access a bilingual classroom assistant when the child starts school • Provide background information/training to all staff involved with admissions about new UASC • Ensuring UASC pupils progress is reassessed and monitored regularly • Make sure all staff have copies of any baseline education assessments, and that the UASC is interviewed about past educational experiences • Make sure pupils receive welcome materials, such as map of local area, plan of school, name of class teacher, timetable , details of any buddy • Ensure there are opportunities for UASC who are not coping well to be withdrawn to small groups/one to one tuition or mentoring Rutter, J (1999)Refugee children in the UK, OU Press Rutter , J , (2001) ,Supporting Refugee Children in 21st Century Britain, Trentham Books

7. What we do at VSK ! • Provide baseline education assessments on all new arrivals • Contribute to Social Services Age assessments • Provide initial transitioning support to UASC starting school • Attend LAC and PEPreviews • Provide support and advice to UASC school leavers/16+ regarding F.E.,ESOL courses, community support agencies • Provide advice to foster carers around suitable educational materials • Provide additional educational work for 16+ UASC at the MillbankReception Centre

8. Protective factors • Strong home support from carers, that reinforces and compliments the work of school • An understanding by staff of why they had to leave, and maintaining wherever possible positive links to either their homeland or people from their community in the UK • Being able to build upon their skills/abilities helps UASC to focus on what they are good at

9. What do Ofsted look for ? • EAL pupils are not an homogenous group • Schools should monitor the attainment and progress from the earliest stages of learning English (see Kent steps) • Schools should take steps to assess the learners proficiency and literacy in their first language, and prior subject knowledge • Specialist EAL support should be available for new arrivals from qualified teachers/teaching assistants who have received appropriate training

10. Ofsted(Cont) • Class/subject teachers should plan collaboratively with EAL support teachers/teaching assistants. This should include both a focus on language and subject content • Cognitive challenge should remain high despite increased proficiency in English language • Any withdrawal from class should be for a specific purpose, time limited and linked to work of the mainstream class. Subject teachers need to be involved in this • School development plans should have clear objectives and strategies for EAL learners • There should be regular training for staff on the needs of EAL learners • Any additional funding for EAL learners should be deployed to support new arrivals and advanced learners • (See examples of good practice handout, Primary/Secondary)