How to welcome new pupils from abroad

Transferrable skills

English as an additional language (EAL) learners know how oral language works. If they are literate in their first language, they know that:

• print carries meaning
• the stream of print is broken into words
• it's possible to skip inessential words
• they can guess the meaning of words based on context
• there are print conventions, such as the direction of print

Prior experience

You will need to consider:

• whether the learner has been in uninterrupted education in their home country
• at what age their education started
• their educational ethos
• the curriculum and subjects they have studied
• whether the pupil lived and attended school in another country on their journey to the UK
• what languages they speak
• whether they are literate in one or more language

Possible challenges

A new pupil may experience challenges around:

• transitioning to a new country
• feeling insecure or trauma due to experiences
• isolation or a lack of friends
• possible separation from one or both parents
• a lack of schooling due to conflict or instability in their home country
• adapting to a new curriculum and way of learning
• facing racism in or outside of school
• feeling undervalued or misunderstood if their home language or culture is not reflected in the school or classroom
• feeling homesick
• back-classing (also known as deceleration or back-yearing) - refer to the West Sussex County Council admission of children outside of their normal age group guidance
• lack of understanding about requirements and expectations, such as attendance, school application deadlines and so on

Cultural differences

Everyday situations can raise issues relating to cultural difference. To reduce the possibility of misunderstandings, you can develop an awareness of differences in:

• values
• attitudes
• experiences
• beliefs

However, also be aware that families will vary in how strictly they observe the customs of their culture and religion.

There are several ways you can help make the family feel welcome.

Welcome display

It can help families to feel comfortable and welcome if displays reflect their own and other cultures. For example, a school entrance ‘welcome’ display’ in community languages accompanied by a map showing places in the world where these languages are mostly spoken and multilingual labels around school.

Body language

It can help if staff who greet the family as they arrive at school have friendly and welcoming body language and have the skills to communicate with families who have little English.

Induction mentor

It can be reassuring to introduce the family to an ‘Induction Mentor’ (if possible someone who speaks the same language) so that families know who they can go to for advice and support for the first few weeks, if unsure.

Tour of the school

It can also be reassuring for the family to be given a tour of the school supported by a bilingual member of staff, an EMTAS Bilingual Liaison Officer, an interpreter or a skilled communicator, and for the pupil to be given a tour by a friendly peer buddy. 

Starter pack

It can be of benefit if school prepares a ‘starter pack’ with key information about uniform, the school day, classroom routines, homework, term/ inset/ non-uniform dates, school meals - in simple English with lots of visuals or translated into the home language spoken by the family.

Phrases in pupil's language

Before the pupil arrives and to help the pupil feel welcome in class, staff and children could learn a few phrases in the pupil’s language. The class could also consider what it must feel like to join a school without speaking the language and what each of them might do to help.

Extra time for admissions interview

Please allow extra time for admissions interview considering if an interpreter is needed. Willingness, visuals, gestures, and translation tools can sometimes be enough! Use the opportunity to find out how the family would like to be communicated with in future and to gather essential background information.

Gathering background information

It is really useful to understand a pupil’s history and background as well as their strengths and interests - in order to remove ambiguity, to temper expectations and inform planning.

Welcome Profiles provide a structure when meeting parents - to explore the pupil’s health, development, education and language background.

Links to Welcome profiles.

When welcoming your new pupil in their first week, we suggest that you:

• make sure that all staff know that the pupil is new and might need their help
• make sure that all staff and children in their class can pronounce the pupil's name correctly
• monitor playtimes to ensure they don't feel isolated
• use positive and welcoming body language when with the pupil to help reassure and settle them
• make sure staff know how hard and tiring it is to learn in an unfamiliar language
• provide a safe space to go to if the pupil feels overwhelmed
• pair the pupil with two buddies who are good language and behaviour models, this will:
  • help the pupil to settle
  • support language acquisition
• teach them key survival phrases and questions, such as
  • can I have a drink?
  • can I go to the toilet?
  • I need someone to play with (for primary pupils)
• use some visual clues, concrete objects and gestures to support the pupil's understanding
• allow the pupil access to translation tools, such as Google translate, to support understanding in lessons
• speak to the pupil's parents or carers regularly to tell them how their child is settling in

For primary school pupils, you could also:

• use a communication fan, you can find several examples, including dual language fans, on Twinkl
• share a visual timetable with the pupil each day to show what they will be doing
• support them during transitions
• avoid placing them in lower ability groups