The Healing Classrooms programme aims to support schools/settings and educators to develop inclusive and nurturing learning spaces where refugee and asylum-seeking students can gain the necessary academic, social and emotional skills to develop their full potential.
The IRC offer free training sessions and resources to educators and schools supporting refugee and asylum-seeking students in the UK.
Their basics training covers the three steps to the Healing Classrooms approach – a trauma-informed approach to welcoming and teaching refugee students. Their CPD course covers two sessions on trauma in refugee communities, followed by the three steps. This course has slightly more interaction and different case studies and activities so staff are welcome to attend both.
All participants will receive a free accompanying handbook for whichever course you choose.
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Attendance is a priority for all schools and the non-attendance of GRTS children remains significantly higher than any other cohort.
The Government ethnicity facts and figures – Absence from school report, published 8 February 24 shows that
- Travellers of Irish heritage (22.1% - 562,441 sessions) and Gypsy and Roma (17.8% = 1,512,991 sessions) children had the highest overall absence rates.
- for children in the Traveller of Gypsy/Roma ethnic groups, the overall absence rate was lower in primary schools (15.7%) than in secondary schools (21.3%)
- 7% of children from the Traveller of Irish heritage ethnic group were persistently absent – the highest percentage
Absence from school - GOV.UK Ethnicity facts and figures (ethnicity-facts-figures.service.gov.uk)
Strategies to maintain and improve attendance for GRTS children
- Schools are proactive in communicating with parents
- Rigorous monitoring of attendance
- Schools appoint key members of staff for families
- There is a sensitive response to demands of the community
- Schools and outside agencies work effectively together
- Schools work closely with the GRTS advisory teacher
- Excellent home-school relationships
- Practical support – uniform/transport
- There is a flexible approach to homework/uniform
- The school environment and curriculum positively promotes Traveller culture and heritage.
- Provision of personalised learning
- SLT/key members of staff make home/site visits
- Provision of distance learning for mobile students
- Option of vocational learning (secondary)
Addressing GRTS barriers to attendance – awareness training
Do you want to understand the barriers and improve the attendance of your GRTS children?
We support schools to have an increased awareness of:
- GRT history and culture
- Barriers to attendance
- Strategies to raise attendance
- Good practice in schools
Cultural Exchange
Ramadan 11 March to 10 April
Ramadan is the 9th month in Islamic calendar / Hijri Calendar. The length of the Month varies between 29 and 30 days depending on the sighting of the Shawwal Moon which leads to the much awaited Islamic festival of Eid ul Fitr on the 1st of Shawwal. Ramadan is one of the Five Pillars of Islam and during this holy month, Al-Quran was first revealed to the Prophet Mohammed (S.A.W.). The word ‘Ramadan’ comes from the Arabic world ‘Ramad / Ramida’ which means scorching heat or drought. So the word Ramadan means abstinence from eating and/or drinking anything from dawn till dusk.
The Joint council for qualifications has updated examination access regulations and within these regulations, there are some important considerations for EAL children.
Bilingual dictionary
A bilingual dictionary must only be used in examinations by a child whose first language is not English, Irish or Welsh. This must also reflect the child’s normal way of working within the school. The EAL Co-ordinator or the SENCo must determine the needs of the individual child. Not all children for whom English is an additional language will need to use a bilingual dictionary.
A standard bilingual dictionary must be used by the child. This can be an electronic bilingual dictionary or a hard copy dictionary. Monolingual dictionaries (which define words and phrases), translators (including web-based translators), wordlists, or glossaries must not be used. The bilingual dictionary must not contain/display pictures or provide an explanation or clarification of words and phrases.
A bilingual dictionary must not be used in the following exams: English language, English literature, Geography, History, and Religious studies examinations.
There is no requirement to process an application for a bilingual translation dictionary (without 25% extra time) using Access arrangements online. No evidence is needed to support the arrangement for inspection purposes. Further reading: Reasonable adjustments
Bilingual dictionary and 25% extra time
Children who are entitled to use bilingual dictionaries may also be entitled to 25% extra time if they have been resident in the UK for less than three years at the time of the examination. Children must have no prior knowledge of the English Language. The 25% extra time reflects the time spent for children to consult a bilingual dictionary when needed during the exams. For the use of a bilingual dictionary and 25% extra time, school must refer to the JCQ document Access Arrangements and Reasonable Adjustments 1 September 2023 to 31 August 2024.
Please note that the regulations state that extra time will only be awarded in ‘rare and exceptional’ circumstances.
In subjects where a bilingual dictionary is not permitted, 25% extra time will still be available provided the child meets the requested criteria.
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Bullying, prejudice and racism incidents (BPRI) update
This academic year we have already received 735 BPRI reports and the pie chart below represents these incidents. All schools and settings should be reporting incidents to the local authority - including Early years and childcare settings.
 Reporting schools and settings can access our free BPRI clinics to discuss an incident or their wider equality and diversity provision.
Recently we have published the following free documents and resources:
Towards the end of 2022, we were successful in our bid to access some of the governments Homes for Ukraine funding. With this funding over the last two years this enhancede supported has:
- Provided thousands of hours of fully funded bilingual support for Ukrainian children
- Supported over 90 students in our funded Maths intervention programme
- Supported Year 6 children with the Maths SATs through interpretation
- Delivered over 25hrs of funded training for schools on supporting children with EAL
- Supported parents with admissions and school queries
- Supported parents in school meetings with interpreters
- Supported other agencies
- Provided EHE support to all known Ukrainian students who are registered as EHE
- Supported schools who have held ‘coffee mornings’ with their Ukrainian parents
Our funded enhanced support is coming to an end. From April we will revert back to our teams core offer. Through this enhanced project we have worked with many community groups, key workers, schools and settings, who have made Ukrainian refugees welcome. We want to thank you for all your amazing work and dedication to supporting Ukrainian families.
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