EMTAS has produced guidance for secondary schools receiving international new arrivals for whom English is an Additional Language into Key Stage 4 (Years 10 and 11). The guidance covers strategies for supporting late-arriving students who have very little English; advice on “back-yearing”, also called “deceleration” (which is generally not recommended); and suggestions detailing how schools can respond to the specific needs of these students in creative ways, including alternative approaches to timetabling and shared provision to give students access to college.
It is important that schools give full consideration to the options open to late arriving students post-16. This guidance sets out the different pathways that may be available when planning to meet the longer-term needs of such students.
Heritage language GCSEs
Schools should also consider entering late-arriving students for GCSEs in their heritage languages where the student has well-developed first language skills and where there is a GCSE available. More information about Heritage Language GCSEs.
Late-arriving students may not be fully aware of the options available to them after they finish Year 11.
This Post-16 provision and pathways leaflet provides information for students and their families about the range of options available to students when they leave school at the end of Year 11. It also outlines the help and support available to students when making any decisions about their next steps.
Looking even further ahead than college, EMTAS, working with Southern Universities Network (SUN) have produced a guide to University aimed at students for whom English is an Additional Language and their families.
Access UK (African Caribbean Careers & Employment Support Services UK) specialise in supporting young people from BME communities to gain access into Education, Employment and/or Enterprise.