UASC Resources

NAVSH were invited to be members of the UASC Education Projects Programme Board by the Department for Education.

Workshops showcased projects developed by a number of Local Authorities with funding from the Controlling Migration Fund (CMF). The projects were based in Devon, Portsmouth, Hammersmith & Fulham, Kensington & Chelsea, Westminster, Croydon, Nottingham and Gloucestershire . Some of the projects were led by Virtual Schools.

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Nottingham Welcome to NEST start of term

Focus

Each project had a different focus including improving school readiness, developing school toolkits including assessment tools and teaching tools, development of training and support for mainstream schools, improving home learning and using virtual platforms.

As part of the conditions of the grant projects were requested to share learning and resources. The information collated here included contact details for the projects if you would like more information and resources that you are free to use to support UASC attached to your Virtual School.

Regions

  • Devon
  • Portsmouth
  • Hammersmith & Fulham
  • Kensington & Chelsea
  • Croydon
  • Nottingham City
  • Gloucestershire
  • Westminster
  • Research and Guidance

Guidance

Refugee And Asylum-seeking Children And Young People

Research on the impact of placement type for unaccompanied refugee children and on care and educational pathways for UASC in England. Rees Centre

Becoming Adult Project series of policy briefs 

The Becoming Adult team has launched today six new research briefs. The briefs are available in pdf in the Resources page and address some key issues affecting unaccompanied youth.

Education for refugee and asylum seeking children

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. For children on the move who come to the UK, education is one of the first and most critical services they need access to.

Analysis of care and education pathways of refugee and asylum-seeking children in care in England: implications for social work

Researcher: Dr Aoife O’Higgins

Refugee and asylum-seeking children are defined as young people under the age of 18 who are outside of their country of origin, unaccompanied by a parent or customary caregiver and who have undertaken forced migration.

The Impact of Placement Type on Educational and Health Outcomes of Unaccompanied Refugee Minors

Researchers: Dr Aoife O’Higgins, Dr Ellie Ott, Dr Michael Shea

Unaccompanied refugee minors are defined here as young people under the age of 18 who are outside of their country of origin, unaccompanied by a parent or customary caregiver and who have undertaken forced migration. This includes those fleeing violence and those who have been trafficked.

Devon

The Devon UASC project aims to increase professional and carer knowledge/competence to support UASC, increase academic attainment, reduce NEET, and increase placement stability both educationally and at home.

The project involves a number of different elements including provision of a website for education professionals and carers - www.babcockldp.co.uk/uasc , support for foster carers of UASC through training, supervision and a dedicated helpline, educational assessments carried out by Babcock LDP’s Educational Psychology Service and Ethnic Minority & Traveller Achievement Service where appropriate to ensure any additional needs are identified, and additional English tuition provided alongside dedicated English activity schools in the holidays.

We are also providing direct support for school/college professionals in all schools/colleges who have UASC on role. This includes bespoke staff training, ESOL teacher training modules, in-class support, attendance and advice at PEP meetings, and facilitation of group problem-solving sessions. The aim is to enhance educational professionals’ skills and confidence with supporting UASC to improve educational success. Multiagency external school/college support is available to educational establishments Senior Leadership Teams on whole school/college systemic support. A UASC School Leaders Network and the opportunity for schools and colleges to achieve the School of Sanctuary Award from City of Sanctuary is being offered - https://cityofsanctuary.org/

Supporting Refugees and Asylum Seekers

We work closely with local community groups supporting refugee pupils to settle well in Devon and be supported in schools to achieve their potential. We are working with Multilingua,  RSD, the Olive Tree, Open Doors and Exeter City of Sanctuary to improve the support provided to families and unaccompanied asylum seeking children. We also work alongside DCC to ensure that schools are well supported to provide holistic and bilingual help to familes who have arrived under the SVPS (Syrian Vulnerable Person's Scheme) and UASC in schools. (Unaccompanied Asylum Seeking Children)

Croydon

Over the past few months, Croydon Virtual School has been working with a group of 7 young people in care and care leavers to set up their UASC summer school- the Summermix 2019.

Our 5-week programme mainly focuses on ESOL/ English and Maths. We have also organised a range of enrichment activities such as multi-sports, cross-arts and day trips with local young people encouraging social interaction and community cohesion. 

Gloucestershire

The Gloucestershire UASC project has involved the implementation and development of three elements:

a roll-on-roll-off ESOL provision for post-16 UASC at Prospects Training (Gloucester), an extended offer of social and cultural activities and introductory ESOL provision with mentoring support by Gloucestershire Action for Refugees and Asylum Seekers (GARAS) and the employment of two Transitional Learning Mentors (TLMs) for UASC. The project has supported all UASC within Gloucestershire.

Joint working between all parties has resulted in positive outcomes for UASC across all aspects of the project. Newly established communication networks have resulted in collaborative practices amongst all invested professionals; these have created a facility for rapid UASC support and swift transition into education. Improved awareness and understanding of UASC need has led to robust educational support for UASC and a higher likelihood of positive outcomes. Bespoke UASC resources for designated teachers (DTs) have been devised; for post-16 UASC, involvement in a broader range of academic and vocational courses has meant increased opportunity and clearer career pathways. 

Extended post-16 ESOL provision has resulted in significantly reduced NEET figures and increased progression of at least one level for all UASC. An extended awareness of UASC need has facilitated swift access to therapies and other forms of SEMH and a stronger sense of social and cultural inclusion; UASC can feel more safely embedded within their community and empowered to make a positive contribution.

By: Sarah Costelloe (TLM) and Sam Dunne (TLM) 

Contact email: Adele Owen - Director of GARAS info@garas.org.uk

UASC Project Toolkit for Designated Teachers

This tool has been compiled by the two Transitional Learning Mentors (TLMs) who have been employed by Gloucestershire County Council as part of a two year DfE funded project.

An Introduction to the Education System in England

If you are 16 or under you might be able to go to a mainstream school where you will get to take part in many subjects, including English and Maths. You might take qualifications called GCSES when you are in year 10 and 11.

Nottingham City

A 50-place full-time alternative educational provision for 15-19 year old UASC (unaccompanied asylum seeking children/young people) and young other asylum seekers and refugees

Launched in summer 2018 as a 20-place provision, doors opened in September 2018 with the first 2 students starting in October 2018; by July 2019 we had 16 students (12 male and 4 female).  These young people would have otherwise been NEET as ESOL courses at the local college are filled over the summer and at the start of the academic year.

In 2019-20, we expanded to become a 30-place provision due to growing demand for places and local awareness of our service.

In September 2020, we moved from our base on the site of a local secondary academy to City Council educational premises and expanded still further.  The former Year 11 new arrivals provision in the City has now been amalgamated with NEST, creating the current 50-place provision.

Our students are a credit to us and their progress and results speak for themselves; they are from:
Kurdistan, Eritrea, Sudan, Syria, Vietnam, Iran, Ethiopia, China

We have a staff team of 6, all very experienced in EAL/ESOL and with wide ranging experience including asylum seeker/refugee education, counselling, further education, new arrivals provision:
Manager – 3 days/week

Teachers – 2 full-time and 3 part-time

We have established an Advisory Group made of key partners and stakeholders to ensure accountability, QA and support as we move towards long-term sustainability.  This includes:

  • Virtual School Manager
  • Social Care
  • CAMHS
  • Local UASC accommodation provider
  • Nottingham University School of Education
  • Nottingham Trent University School of Law
  • Nottingham And Notts Refugee Forum

Contact: Jane.daffe@hhe.nottingham.sch.uk