Primary effective induction checklist

1 of 3 The National Strategies Primary and Secondary
New Arrivals Excellence Programme
Secondary effective induction checklist
Activity
Not yet in
place
Partially
in place
Fully in
place
Planning for the new arrival
Time has been set aside for initial interview –
additional time if an interpreter is to be used.
An interpreter has been booked if needed.
A minimum three-day gap between interview
and admission has been set.
The pupil starts mid-week to ease entry.
Pertinent information is shared with all
relevant staff using a ‘New Arrivals’ form.
There are clear roles for support staff, such
as induction mentor, trained to assist in the
settling-in process.
There is a key named senior member of staff
responsible for the admission process.
All staff can prepare for the newly-arrived
pupil in advance of the pupil’s start date.
Pupils in the proposed tutor group are
prepared for the arrival of the new pupil.
A ‘sanctuary’ has been prepared and a key
person identified where new arrivals can
retreat when needed.
At admission interview
The initial meeting is carried out by a senior
member of staff with the Ethnic Minority
Achievement (EMA) teacher/coordinator and
induction mentor present if possible.
Where an interpreter has been engaged,
s/he should be briefed as to the nature of the
interview and asked only to translate what is
said, not to add comments of his/her own
without consulting the interviewer.
Reassure the parents/carers that the pupil
has been granted a place in the school and
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2 of 3 The National Strategies Primary and Secondary
New Arrivals Excellence Programme
that the interview is only for information
gathering purposes.
Parents are offered all appropriate forms,
such as free school meals (FSM)
applications, uniform grant application, etc.
Administrative staff are welcoming to parents
and pupils and offer sensitive help with form
filling if needed.
Information about the school is made
available in the home language.
Parents are shown around the school.
New arrivals can be given ‘starter packs’
containing pen, pencil, bilingual dictionary (if
appropriate) and homework booklet.
New families can be given ‘welcome packs’
containing a map of the local area, plan of
the school, timetables, list of local community
groups and so on in an accessible format.
Once the new arrival has started
Designate a senior member of staff as key
contact. This might be the head of year, tutor,
EMA coordinator or induction mentor.
Allocate trained peer ‘buddies’ or mentors.
Assess the pupil’s level of English,
mathematics and science through
information gained from a wide range of
sources. (Written formal tests are unlikely to
reflect accurately the potential of a pupil new
to the English education system).
Place pupils appropriately: placing pupils in
lower groups or sets because of a perceived
lack of English will not provide them with
good models of English or behaviour or
necessarily be appropriate for their ability in
the subject.
Consider class size and gender balance,
whether there is a same-language speaker in
the class, support during class periods,
gender of teacher and supportive nature of
the class when placing new pupil.
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3 of 3 The National Strategies Primary and Secondary
New Arrivals Excellence Programme
Be flexible when timetabling initially as
changes may be needed following further
assessments.
Ensure that tracking and monitoring
systems are in place so that the progress of
new arrivals is carefully followed.
Set short-term social and academic
targets to enable the school to monitor early
progress and to alert staff to any potential
difficulties.
Plan a review meeting a few weeks after
admission with parents, teachers and support
staff to discuss progress and any other
issues arising.
Monitor and review pupils’ learning closely
and frequently to alert staff to potential ability
or difficulty.
00033-2009PDF-EN-02 © Crown copyright 2009