School policy

    A pupil mobility policy can help schools make sure they discharge their legal responsibilities. It can help clarify staff roles, introduce new staff to induction procedures and generate regular review of school effectiveness in the area.

    What responsibilities do schools have?

    • LEAs have a legal duty to provide education to all children of compulsory school age resident within their area, irrespective of their immigration status and appropriate to age, ability and aptitudes and any Special Educational Needs (SEN) they may have (reference: Section 14 of the Education Act 1996).
    • LEAs have a duty to provide free school meals to all children who are entitled, including asylum seekers on means tested benefits, those supported by the National Asylum Support Service (NASS) and those supported by local authorities under the Interim Support Scheme (reference: Education Act 1996 Section 512 as amended by Immigration and Asylum Act 1999 schedule 14 para. 117).
    • Children of asylum seekers are entitled to the same help with the cost of school uniforms as any other pupil in the local authority (reference: Section 518 Education Act 1996 and Local Authority - Payment of School Expenses - Regulations 1999).
    • The Race Relations Act 1976 as amended by the Race Relations (Amendment) Act 2000, gives public authorities a statutory general duty to promote race equality. Schools should take action to ensure that the admissions process is administered consistently and fairly to pupils from all backgrounds and communities, challenge racism, and promote good race relations between pupils from different racial groups. The 2000 amendment also places specific duties on schools that include assessing and monitoring the impact of their policies on different racial groups and the attainment of different groups of pupils.
    • The National Curriculum sets out a clear, full and statutory entitlement to learning for all pupils. Schools have a responsibility to provide a broad and balanced curriculum for all pupils. This statutory inclusion statement on providing effective learning opportunities for all pupils outlines how teachers can modify, as necessary, the National Curriculum programmes of study to provide all pupils with relevant and appropriately challenging work at each key stage. When planning, teachers should set high expectations and provide opportunities for all pupils to achieve, including boys and girls, pupils with special educational needs, pupils with disabilities, pupils from all social and cultural backgrounds, pupils of different ethnic groups including travellers, refugees and asylum seekers, and those from diverse linguistic backgrounds.
    • The Children Act 2004 provides the legislative spine on which current reform of children’s services is based. The major strategy document for English authorities, Every Child Matters: Change for Children, was launched at the same time and is intended to set the direction for the major programme of change in the delivery of children's services. There is a new duty on agencies to cooperate among themselves and with other partners to improve the well-being of children and young people; like the voluntary and community sector, schools are seen as critical partners. Children’s services authorities must promote co-operation within the authority and with statutory partners who, in turn, are required to co-operate with the authority to improve children’s well-being. Other relevant organisations may be included in the partnership.

    Good practice

    The DfES and Ofsted are giving increasing attention to pupil mobility, and guidance identifies good practice that promotes inclusion.

    They that recommend schools:

    • admit pupils to school quickly and are positive and welcoming;
    • gather background information on the needs of new arrivals. Teachers need to identify what new pupils know, and any gaps they have in their learning.
    • establish good communication with parents;
    • provide new arrivals' families with information about the education system and any entitlements they may have;
    • Use Ethnic Minority Achievement Grant staff, mentors, assistants and home-school liaison staff to support the needs of new arrivals and their families;
    • provide peer support;
    • ensure teachers have high expectations of pupils, and clear systems for targeting, tracking and monitoring the progress of individual pupils;
    • encourage teachers to modify their approaches to meet pupils needs;
    • develop the curriculum to increase awareness about diversity; and
    • provide opportunities for new arrivals to catch up, including out-of-school-hours and family learning.

    Case study: Grafton School

    Grafton school is an outstanding inner city primary school that achieves excellent results in both absolute and value added terms for its pupils. The quality of the leadership at the school is a great strength and provides an exceptionally safe and challenging learning environment. The positive ethos of the school is very evident and provides the bedrock for pupils to achieve whatever their background. The commitment to equal opportunities and providing additional support for pupils with specific needs is central to its success.

    At Grafton Primary School the catchment area encompasses a diverse community which is continuing to change. One feature of the school is significant numbers of additional admissions, many of whom are from a refugee background. The school is aware that pupils who experience mobility can come from challenging circumstances. Many pupils and their families are temporarily housed and may be suffering the disruption and uncertainty that brings. Grafton Primary School has responded to this challenge and ensure that all new arrivals are welcomed, supported appropriately and are able to become effective learners.

    Download Grafton School's draft pupil mobility policy.

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