Primary effective induction checklist

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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. 00033-2009PDF-EN-02 © Crown copyright 2009
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
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