Learning by listening to experiences...

Central to understanding the nature, background and definition of refugee children in English schools is the need to establish their past educational and general experiences during pre-migration, migration and post-migration. The nature of these experiences may contribute to the specific needs and diversity of each refugee child.

Refugee issues and individual needs are often complex and for refugees learning becomes a process of new experiences. Some of these children have never been to school before or have had their schooling interrupted.

The diversity of this complex group of learners, their educational needs and cultural diversity often set challenges in the planning of the school programme.

These challenges may include:

• Establishing prior learning of refugee learners
• Inclusion and integration in schools
• Providing a welcoming approach through induction
• Tracking and communicating learning experiences of refugee
  children to teachers and staff
• Understand the refugee children's perception of school
• Setting targets for refugee children
• Assessment and mentoring refugee children in schools
• Inclusion and support of parents in the school
• Providing a process of meeting the needs and challenges of
  pupil mobility
• Identify professional development of staff in refugee education

Our customised programmes include the needs and analysis of individual schools, reviewing or developing inclusion, integration and induction plans for refugee children.