EDUCATION FOR REFUGEE AND ASYLUM SEEKING …

1 EDUCATION FOR REFUGEE AND ASYLUM SEEKING CHILDREN:ACCESS AND EQUALITY IN ENGLAND, SCOTLAND AND WALESEDUCATION FOR REFUGEE AND ASYLUM SEEKING CHILDREN:ACCESS AND EQUALITY IN ENGLAND, SCOTLAND AND WALESE ducation for REFUGEE and ASYLUM SEEKING children:Access and quality in England, Scotland and Wales REFUGEE Support Network, July 2018 This report was written for UNICEF UK by Catherine Gladwell and Georgina Chetwyndfrom REFUGEE Support Network (RSN). With thanks to RSN research assistants Saliha Majeed, Carolyn Burke and Torie Stubbs,who carried out focus group discussions, key informant interviews, and assisted withdata coding alongside their regular direct work with children and young FOR REFUGEE AND ASYLUM SEEKING CHILDREN:ACCESS AND EQUALITY IN ENGLAND, SCOTLAND AND WALES1 FOREWORD FROM UNICEF UKEducation is a right for every child and a critical opportunity. For children and adolescents world-wide, it holds the key to a life with less poverty, better health and an increased ability to take the future into their own hands.

2 For nations, it holds the key to prosperity, economic growth, and poverty reduction. In 2016, UNICEF issued An Agenda for Action on Children, Migration and Displacement. The six-point agenda calls on governments and world leaders to place children at the centre of policy decisions about migration. The fourth ask focuses on EDUCATION and other services, calling for decision-makers to: Keep all REFUGEE and migrant children learning and give them access to health and other quality UK s mission is that we are here for every child, particularly the most vulnerable. All over the world, including the UK, we uphold the Convention on the Rights of the Child and work with partners and supporters to promote children s voices, unlock resources for programmes for children, and advocate for and create change. For children on the move who come to the UK, EDUCATION is one of the first and most critical services they need access to. In 2017, UNICEF UK commissioned research to understand how far REFUGEE and ASYLUM - SEEKING children are currently accessing their right to EDUCATION in the UK.

3 This report provides an up-to-date overview of the scale and impact of the di culties facing child refu-gees and ASYLUM -seekers in the UK, highlights barriers they face in accessing, remaining and thriving in EDUCATION , and proposes recommendations for national and local decision-makers and FOR REFUGEE AND ASYLUM SEEKING CHILDREN:ACCESS AND EQUALITY IN ENGLAND, SCOTLAND AND WALES2 CONTENTSE xecutive SummaryAcronyms1. Introduction2. Review of current policy, literature and statutory guidance3. Methodology4. Findings: Access to Speed of access and interim provision Barriers to access: what are the challenges? Systemic barriers Individual institution barriers Contextual Improving access: what helps? Local Authority good practice School and college good practice Voluntary sector good practice5. Findings: Remaining and thriving in Barriers to remaining and thriving: what are the challenges? Systemic barriers Individual institution barriers Contextual Remaining and thriving in EDUCATION : what helps?

4 Local Authority good practice School and college good practice Voluntary sector good practice6. Looking to the future: what needs to change? Access to EDUCATION Remaining and thriving in educationBibliographyAppendices1. Copy of FOI request submitted 2. List of Key Informant InterviewsEDUCATION FOR REFUGEE AND ASYLUM SEEKING CHILDREN:ACCESS AND EQUALITY IN ENGLAND, SCOTLAND AND WALES3 EXECUTIVE SUMMARYThis report examines REFUGEE and ASYLUM SEEKING children s access to and experiences of educa-tion at the primary, secondary and further EDUCATION levels. The report draws on three new data sources: quantitative data compiled through Freedom of Information (FOI) requests to all Local Authorities in England, Scotland and Wales the first such e ort of which we are aware; in-depth interviews and focus group discussions with REFUGEE children and parents across three regions; and key informant interviews with relevant experts from across the three countries.

5 The report reflects the reported experiences of 86 REFUGEE and ASYLUM SEEKING children - relayed directly or, in the case of younger children, via their parents. AccessSpeed of access to educationNo one region of the UK has met the 20 school-day target for accessing EDUCATION for all of the Unaccompanied ASYLUM SEEKING Children (UASC) in their care. The most significant delays occur at the secondary and further EDUCATION levels, where up to a quarter of children have had to wait over 3 months for a school or college place. Resettled Syrian children obtain school places faster than any other group, with the exception of those with Special Educational Needs (SEN). In the face of said delays accessing EDUCATION , several UK Local Authorities have developed innovative interim EDUCATION provision for UASC and resettled children awaiting a school to accessAt the systemic level, REFUGEE and ASYLUM SEEKING children s entry to EDUCATION is delayed by long waiting lists (particularly for ESOL /English for Speakers of Other Languages/ places in Scotland); complex online applications processes that family members are unable to navigate; and in year arrivals.

6 Alongside this, a number of Local Authorities are experiencing a diminishing of in-house expertise as a result of the reduction in the number of specialist UASC teams across the the individual institution level, REFUGEE and ASYLUM SEEKING children s entry to EDUCATION is delayed primarily by three key factors. First, a lack of readily available places for children with SEN. Second, a reluctance of schools to admit students at the upper-secondary level (due to fear of negatively influencing results profiles). Third, the need, in England, to undertake a lengthy process of applying for the Secretary of State for EDUCATION to direct an academy to take a child (in compar-ison to a Local Authority being able to direct a school themselves).Contextual barriers delaying REFUGEE and ASYLUM SEEKING children s entry to EDUCATION include challenges resulting from being placed in temporary initial accommodation (for children in ASYLUM SEEKING families); participation (for UASC) in the National Transfer Scheme, when delays occur; mental health di culties and ongoing age FOR REFUGEE AND ASYLUM SEEKING CHILDREN:ACCESS AND EQUALITY IN ENGLAND, SCOTLAND AND WALES4 Improving accessAt the systemic level, REFUGEE and ASYLUM SEEKING children s entry to EDUCATION is facilitated by clear admissions policies, particularly on in-year arrivals at the upper secondary level, and innova-tive use of Pupil Premium Plus, Pupil Equity Fund and Pupil Development Grant when providing interim solutions.

7 The commitment of particular Local Authority and school or college-based sta was found to make a significant di erence for individual children, and this is often facilitated by the inclusion of dedicated content on meeting the educational needs of REFUGEE and ASYLUM - SEEKING children in school, college and Local Authority sta training. At the individual institution level, the development of a school-wide ethos of welcome to REFUGEE and ASYLUM SEEKING children has a positive impact on admissions, and substantial liaison with voluntary sector advocates and support workers can help overcome a variety of barriers to and thriving in educationBarriers to remaining and thrivingAt the systemic level, REFUGEE and ASYLUM SEEKING children s ability to remain and thrive in educa-tion is negatively a ected by being placed in college when school is more appropriate, or in school when college is more appropriate and limited access to full-time 16-18 the individual institution level, REFUGEE and ASYLUM SEEKING children s ability to remain and thrive in EDUCATION is negatively a ected by insu cient EAL support in some schools; challenges diag-nosing and addressing SEN when combined with EAL needs; bullying and social issues.

8 And a lack of awareness of issues a ecting REFUGEE and ASYLUM SEEKING children amongst some teachers and other school/college based sta .Several contextual factors negatively a ect REFUGEE and ASYLUM SEEKING children s ability to remain and thrive in EDUCATION . These include mental health di culties, particularly associated with past experiences and present ASYLUM claim anxieties and leading to increased absences and exclusions; poverty, particularly linked to ability to a ord educational resources, participate in school trips and travel to and from school; and living in unstable remaining and thriving REFUGEE and ASYLUM SEEKING children s ability to remain and thrive in EDUCATION is facilitated by six key factors. First, the presence of a committed, caring adult, who will support them over an extend-ed period of time (this appears to be particularly important for UASC). Second, the opportunity to participate in EDUCATION programmes where content and curriculum have been appropriately adapt-ed to meet their needs.

9 Third, high levels of pastoral care and mental health support within the school setting. Fourth, partnerships between schools or colleges and specialist voluntary sector organisations that can facilitate the provision of on-site advice, guidance and support for REFUGEE and ASYLUM SEEKING learners. Fifth, creative approaches to peer support with the school or college, including buddy schemes and school-wide awareness raising about forced migration. Sixth, the provision of training on meeting the educational needs of REFUGEE and ASYLUM SEEKING children for all teachers and other school or college sta as part of continuing professional development. EDUCATION FOR REFUGEE AND ASYLUM SEEKING CHILDREN:ACCESS AND EQUALITY IN ENGLAND, SCOTLAND AND WALES5 Summary RecommendationsDetailed and further recommendations can be found in the full to EducationCentral government policy makers should recognise that all children, including ASYLUM SEEKING children in temporary initial accommodation should be in receipt of an educationCentral government policy makers should encourage OFSTED to consider and reference work done by schools to accommodate the needs of REFUGEE and ASYLUM SEEKING children in their inspections.

10 Central government policy makers should review, and consider simplifying the process by which the Secretary of State can require an academy to accept a government policy makers should provide better and clearer information to schools on new EAL arrivals in Years 10 and 11 - including ensuring that schools in their locality are aware of provisions enabling them to exclude these children from their results profilesLocal Authorities should develop initial guidance on appropriate curriculum and good prac-tice for interim provisionRemaining and Thriving in EducationCentral government policy makers should increase the number of available funded ESOL hours for 16-18 year oldsCentral government policy makers should ensure training for the planned senior designated mental health leads in schools (as per the Government s mental health in schools strategy) includes specific content on supporting REFUGEE and ASYLUM SEEKING childrenCentral government policy makers and Local Authorities should seek to capitalise on and raise awareness of existing good practice across England, Scotland and Wales by creating improved networking and information sharing opportunities for professionals working in edu-cation for REFUGEE and ASYLUM SEEKING childrenLocal Authorities should provide specialist training on EDUCATION needs of UASC for Social Workers, Key Workers.