Information in Polish & Lithuanian

English Lithuanian

English Polish

34% of the school pupils have English as an additional language, these pupils may have recently arrived in the UK or may have been born in this country.  They have all been exposed to a language other than English during early childhood and continue to be exposed to this language in the home or community.

Support for new arrivals

  • Prior to starting the academy parents and pupils will be encouraged to attend an admission meeting.
  • All pupils are introduced to their new teacher and class and, where possible,  before their first day.
  • Learning groups and resources are prepared to ensure the child feels welcome and to support their inclusion in learning activities.
  • Pupils are informed and ‘welcome friends’ or buddies identified. Information gained at the admission interview day has been shared, and plans made to adapt and modify learning activities to meet the pupil’s needs so they are able to access the curriculum and learning.
  • We know how to pronounce the child’s name, we know the child’s first language and cultural background and we have identified other pupils in the class (or school) who share this.
  • We have gathered resources to support access and welcome the child.
  • We provide explicit and consistent routines and use visual cards to support the swift recognition of these routines.
  • We make sure each new arrival has access to different social groupings, feels safe, and that there are clear and enforced procedures against bullying and racism.
  • We establish a role as listener, with early opportunities for autobiographical talk, drawing and writing. We carefully track and monitor the early progress of each new pupil.
  • We check on the pupil’s well-being regularly, such as after break and lunch times.  We monitor attendance and promptly address any concerns.
  • We review progress with the pupil, key staff and parents/carers after the first few weeks.

Bilingual Pupils

Knowing more than one language is an ADVANTAGE in life.

Children who know two languages are Bilingual children.  Compared to groups of children who only know one language they are:-

  • More creative and flexible in their thinking
  • More aware of how languages work
  • More sensitive to subtleties in communication
  • Better at perceiving and analysing visual patterns

Truly bilingual people can read and write in two languages.  These students do well at school and college, often better than children who speak, read and write only one language.

It is important that you expose your children to the written pattern of your own language and encourage them to learn how to read and write in the language they can understand and speak.

PARENTS AND CARERS

  • TALK in your first language
  • LISTEN to your children speaking in your first language
  • READ to and with your children in your first language
  • SHOW your children how to write your first language
  • ENCOURAGE your children to read and write your first language
  • READ books together in your language
  • WRITE to friends and relatives, make lists etc

Education System

School admissions

All children are entitled to a place in school, but you must apply for your child’s school place:

  • by the end of January of the year when they are due to start primary school
  • in September of the year before they start secondary school
  • as soon as possible during the academic year after moving to England.

To find further information about this process and to apply for a school place, please contact the school admission department of your local authority. You can find their contact details on their website. You can also visit a local school and ask for their support.

Compulsory education and attendance

Education is compulsory for all children and young people in the UK between the ages of 4 and 18. Children must attend school every day, 100 per cent of the time, during the academic year.

If you child is ill and unable to attend school, you must inform the school office in the morning of the first day of absence.

Parents’ involvement

In England, there is an expectation that parents will get involved in the education of their children, for example:

  • Schools send information letters and newsletters to parents, concerning school activities (for example, about an upcoming school visit or parents’ evening) or more specifically to discuss their child’s education (for example a child’s progress report)
  • Parents are expected to join parents’ evenings to discuss their child’s learning with their teacher(s)
  • Parents are expected to visit the school regularly to discuss with their child’s teacher. In particular, do not hesitate to ask questions or share your concerns about your child’s progress or well-being. Teachers and other school staff will be happy to discuss with you either at the end of the day or by making an appointment with them via the school’s office

Talking with teachers is not seen as being disrespectful. On the contrary, teachers are keen for parents to get actively involved in the education of their children.

If you are worried about not speaking English fluently, you can ask the help of a family member or of a friend from your community. Some schools might be able to arrange for an interpreter to help you during parents’ evenings.

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