The report, published by the National Institute of Economic and Social Research (NIESR), examined case studies of 15 schools across England to identify good practice.
At the heart of this are inclusive school environments and specific support for pupils, especially with English.
In particular, the research – which was funded by the Paul Hamlyn Foundation – finds:
- Migrant pupils usually progress very quickly so investment in the early months pays off.
- Immersion in the classroom is found to be best for pupils’ social integration as well as for progression, though additional support is essential for pupils with limited English.
- Schools in the research involve non-migrant pupils in a number of initiatives to support new arrivals. These pupils act as buddies, mentors and language ambassadors – often receiving training for such roles.
- Schools engage migrant parents in a wide range of activities, such as language classes, and provide information on matters such as health and how to assist with children’s learning at home.
- Schools organise events where migrant and non-migrant families mix and step in to help migrant, and other, families in difficulty.
The report make a series of recommendations, including calling for better funding and support from government to help schools in this area. For schools, it advises that many migrant pupils value retaining their mother tongue and that this should be recognised as a skill and encouraged.
How schools are integrating new migrant pupils and their families, NIESR, March 2019: http://bit.ly/2FDhmij