Mobility
All Islington schools experience pupil mobility. Many schools experience a
significant number of pupils arriving or leaving outside normal times
throughout the year. High rates of mobility can make heavy demands on staff,
and may sometimes affect provision for other pupils also. Pupil mobility has
implications for many policy areas, for example tackling underachievement,
target-setting, league tables and school funding.
Whilst some pupils may be moving schools for positive reasons, for example
with the impact of regeneration strategies, many mobile pupils are from
challenging circumstances. These can include experiencing homelessness and
social deprivation, seeking asylum or family separation. Many new arrivals are
also learning English for the first time.
However, it is also the experience of Islington schools that mobile pupils are
often highly motivated and can experience tremendous success. They contribute
to school life and enrich the lives of everybody in the borough. It is hoped
that the contents of this website can further help schools plan for the
inclusion of mobile pupils so all pupils can benefit from their presence.
The guidance that follows highlights key issues, provides some good practice
points, useful websites and further reading. To help schools develop their
work, case studies of practice in some Islington schools are also provided,
together with downloadable resources.
School policy
School self-evaluation
Induction procedures to support curriculum access
Supporting new arrivals and their families
Teaching about refugees
These pages are seen very much as a "starter pack". It is hoped that schools
will want to add more case studies of good practice in the future.
CEA@Islington Ethnic Minority Achievement Service would like to thank the
headteachers, staff and children of Islington schools, in particular those who
have agreed to share their practice as case studies for this guidance. Thank
you also to CEA@Islington's School Admissions Team and the Quality and
Performance Management Unit. This project would not have been possible without
the support of the North Islington Zone and their New Arrivals Schools'
Network.
Some definitions
Pupil mobility is "the total movement in and out of schools
by pupils other than at the usual times of joining or leaving" as defined in
Ofsted’s 2002 report Managing Pupil Mobility.
Additional admissions are pupils who are admitted other than
at the usual times of joining. New arrivals and
joiners are also used to mean additional admissions, according to
context.
Parents refers to those with legal guardianship, including
carers.
Useful websites for schools
NALDIC
The NALDIC (the professional association for EAL) and
Teacher Training Agency project toimprove initial teacher education regarding
EAL learning and teaching. An extensive site including very useful guidance
for beginner teachers on strategies for teaching refugee and asylum seeker
pupils.
QCA
The QCA pathways for
new arrivals website aims to help mainstream teachers respond to the needs of
children newly arrived from overseas. It provides background information on
migration, countries of origin and children’s rights and entitlements,
guidance for schools and teachers on promoting the educational achievement of
newly arrived pupils and case studies of good practice.
Further reading
Bolloten, B. (Ed.) (2004) Home from Home: a guidance and resource
pack for the welcome and inclusion of refugee children and families in school
. London: Salusbury WORLD/Save the Children
This comprehensive
guidance for primary classroom and whole-school practice, soon to be published
as a second edition, is packed full of ideas and photo-copiable resources for
supporting refugee pupils and their families. Good practice for the inclusion
of all mobile pupils.
Dobson, J.M. et al. (2000) Pupil Mobility in Schools: Final Report.
London: Migration Research Unit, University College London
Building
on research the authors undertook for the Migration Research Unit and the
DfES, this influential report provides the first detailed national overview of
pupil mobility and explores its implications at school and LEA level.
Dobson, J.M., Pooley, C.E. (2004) Mobility, Equality, Diversity:
a study of pupil mobility in the secondary school system. London: University
College London
A study of pupil mobility in schools in 3 LEAs. It
investigates how schools’ experiences of mobility differ. The findings have
major implications for strategies for school improvement.
Lambeth LEA (2004) Pupil mobility in schools: implications
for raising achievement and school management.
A comprehensive
research report into the impact of pupil mobility on schools, including the
impact of mobility on achievement, the nature and cause of mobility and
strategies schools use to minimise the effects of mobility on achievement.
London Challenge/DfES (2004) Key Stage 3 National Strategy Report on
Pupil Mobility: guidance for secondary school senior leaders.
This report features good practice in schools with high pupil mobility,
identifying patterns of strength in current practice and making
recommendations for schools.
Managing Pupil Mobility: Guidance (DfES, 2003)
Comprehensive DfES
guidance for secondary schools on managing pupil mobility.
Aiming High (DfES 2003): Raising the Achievement of Minority Ethnic Pupils
This document outlines the Government's commitment to continuing to raise
standards for all young people whatever their ethnic or cultural background
and ensuring that all education policies truly address the needs of every
pupil in every school.
DfES (2004) Aiming High: Guidance on Supporting the Education of Asylum
Seeking and Refugee Children.
Guidance from the DfES to support
teachers in their work with asylum seeking and refugee children. It contains
information ranging from the role of LEAs through to advice on supporting
individual communities.
DfES (2003) Aiming High: Raising the Achievement of Gypsy Traveller Pupils. A
Guide to Good Practice
DfES advice to schools and LEAs on how to
raise the attainment and achievement of Gypsy/Traveller pupils. It includes
practical guidance and examples that are shown to work to raise their
achievement and ensure their inclusion in school life and answers some
frequently asked questions.
DfES/National Union of Teachers (2002) Relearning to Learn. London:
National Union of Teachers
This DfES publication has been produced
as part of the National Union of Teachers’ Professional Development Programme.
It offers advice to teachers new to teaching children from refugee and
asylum-seeking families.
Ofsted (2003) The education of asylum-seeker pupils. London: Ofsted
Ofsted report on their evaluation of the impact on schools of the arrival of
asylum-seeker pupils.
Rutter, J. (2003) Supporting Refugee Children in 21st
Century Britain - a compendium of essential information.
Stoke-on-Trent: Trentham Books.
Rutter, J. & Jones, C. (eds) (1998) Refugee Education: Mapping the
Field. Stoke-on-Trent: Trentham Books
Jones, S. (2004) Toying with their future: The Hidden Cost of the
Housing Crisis. London: Shelter
A downloadable Shelter report on
homelessness and its effects on children, including their education