The induction process checklist
- Are new pupils and their carers welcomed and interviewed by a senior manager?
- Is there a designated member of staff responsible for the induction and short-term provision for multilingual pupils?
- Do you have a simplified or translated school prospectus? You might think about developing an adapted version for multilingual pupils and their parents where essential information is simplified or translated e.g. term dates, school day times, key members of staff and uniform requirements.
- Is there a timescale for admission Are you prepared? If not delay the pupil’s start date to allow time to prepare for their arrival.
- Are teachers informed about the previous education, family circumstances, academic aspirations etc when the pupil starts?
- How soon is an initial assessment carried out? Ideally this should be during the first two weeks of a pupil starting so all staff can be informed.
The initial interview
Collect as much background information about the family e.g. current living situation, previous education as possible and check dates of birth carefully. Use an interpreter if necessary: It is important not rely on friends that are brought along, or the parents own English if limited. EDEAS can provide interpreters.
- Circulate comprehensive information about the pupil to all relevant staff prior to the pupil’s arrival.
- Carefully consider where the pupil is placed and their timetable options.
- Consider if the pupil may fall into the gifted and talented range.
- Brief office staff about the arrival of new pupils.
- Put a buddy system or a learning mentoring system in place.
- Discuss the pupil’s timetable and future career choice/higher education options.
- Year 11 beginners may benefit from having a reduced timetable with time built in for self-study or library sessions.
Timetabling for pupils new to English
When a complete beginner in English arrives at Key Stage 4, decisions have to be made about what the pupil wants from their time in school. This should be explored thoroughly at the admissions interview. Thepupil may already have their own clear opinions about this. E.g. Do they want to use their time in school to access sufficient English and cultural knowledge to enable them to succeed at GCSE later or push themselves enough to achieve some GCSE’s now?
- As a general principle we recommend keeping pupils in their correct year group rather than asking them to repeat a year.
- Have a flexible approach to the pupil’s needs. Are there opportunities for a personalised learning approach?
- We recommend placing pupils in middle sets rather than lower sets, so they can experience good role models and language models.
- For Year 11 pupils, set up a meeting with Connexions (CSW), parents and the Advisory Teacher to explore the pupil’s ambitions and intended courses of study, including the pupil attending additional ESOL classes (in or out of school)
- Beginners should ideally be placed in learning groups where the subject department have experience of differentiating for multilingual learners.
- Heads of year and form tutors need to monitor the integration and early progress of the new pupils.
- The pupils may need additional TA support in the first few weeks to support integration and boost the pupil’s confidence.
- Consider which subject areas will place the most language demands on the pupil and try to support these.
- Subject teachers need to consider when pupils may be able to respond in their first language during their lessons.
- Explore the possibility of the pupil taking a GCSE in their first language. Consider if pupils should concentrate on a limited GCSE programme, concentrating on the more practical courses, and use these as a focus for acquiring English or can take an alternative accredited course e.g. IELTS or ASDAN
- Pupils could use some timetabled time for English self-study or additional language intervention support.
- A small amount of intensive language teaching can be helpful for a short induction period. A session of structured curriculum linked oral work with an adult will benefit the beginner’s basic communication skills.
- Multilingual pupils can do well in Modern Foreign Language classes. They already know about learning another language and can readily apply these skills to a third.
On admission
It is important to designate a member of staff to carry out the admissions procedure. This may be a different person for multilingual pupils e.g. the school co-ordinator.
- Take the pupil on a tour of the school building with a plan the pupil can refer to.
- Locate and mark key places such as the toilets, eating area, first aid room, tutor group room etc.
- Check the pupil has the correct equipment/uniform and that they can tell the time.
- Check the pupil’s route to school, using a highlighted street map if necessary.
- Introduce the pupil to his/her buddies or learning mentors who will look after them for the first few weeks.
- It may be useful for a bilingual pupil with limited English to have an introduction card to show to different members of staff.
- Identify a place where the pupil can go to for support and help. Try to place new multilingual pupils with well-adjusted groups where there are few relationship/discipline problems and with a sympathetic tutor group.
- Consult the tutor and prepare the tutor group so they are supportive.
The induction period
- Introduce the pupil to the classes in a positive way and ensure everyone knows how to pronounce his/her name correctly.
- Be aware of possible isolation after the initial settling period.
- Teachers will need a range of support strategies and useful resources.
- Order a bilingual dictionary and set up a bilingual glossary for key words in each subject area.
- Build in a review schedule for the new pupil at the end of the first week, after 2-3 weeks, after 6 weeks, at the end of the first term.
- Consider who will be responsible for carrying this review out.
Checklist of questions
End of week 1
- Is the pupil relaxed and happy?
- Is the pupil beginning to follow some of the classroom routines?
- Is the pupil becoming familiar with school mealtime arrangements and the location of rooms used for lessons?
- Is the pupil beginning to interact socially with his/her peers?
- How well does the pupil understand teacher talk?
- How well does the pupil understand verbal instructions?
End of week 3
- Is the pupil happy about coming to school?
- Is the pupil relaxed and happy in class?
- Can the pupil follow daily class routines?
- Does the pupil initiate contact with supporting adults?
- Is the pupil socialising with peers at breaks and lunchtimes?
- Is the pupil showing indications of being gifted and talented?
End of first half term
- Does the pupil participate in group and class activities at an appropriate level?
- Does the pupil interact positively with others?
- Does the pupil show interest and motivation in learning?
- Is the pupil confident in small group situations?
- Is the pupil beginning to work with a degree of independence?
- Making identifiable progress in English language acquisition?