The HMIE study into the educational experiences of ‘New Scots’ looked at the impact of the numbers of newly-arrived children and young people from migrant families on education services. The task involved a survey of all 32 local authorities and direct fieldwork with 12 local authorities. The fieldwork involved interviews with education officers, visits to a sample of schools and discussions with staff, children and parents.
We carried out the programme of professional engagement with education authorities and schools in the period from March to June 2008. We explored key issues in addressing the needs of migrant children and young people. The specific objectives of the task included gathering information on:
The information gathered, along with evidence from general inspection visits to pre-school centres, primary and secondary schools, forms the basis of this report. The report comments on the strengths of the Scottish education system in welcoming newly-arrived children and young people and in supporting their achievements. It also shows what needs to continue to improve.
Context
Over recent years, and particularly since 2004, the numbers of immigrants coming into the country has risen considerably. In the last century, Scotland had a steady flow of people emigrating to other parts of the world. The numbers of those leaving far exceeded those coming into the country. Recent levels of migration show that this situation has been reversed with the level of net migration reaching the highest in Scottish history. In the period 2001-2006, 80,000 more people entered Scotland than the numbers who left. Current statistics indicate that increasing numbers of migrants from A8 countries1 are not settling long-term in Scotland and are returning to their home countries. Access to frequent and cheaper means of travel is contributing to shifting patterns of migration. Transient populations are a feature of modern society.
Most of those entering from Commonwealth countries and A8 countries do so for economic incentives and the higher standard of living that these bring. Others coming to Scotland do so as refugees or asylum-seekers. Whatever the reasons, there are multiple and cumulative stresses around the migration experience. These stresses arise from the difficulties in managing the transition to a new country. There may be feelings of isolation or insecurity and trauma due to prior experiences. Children and young people from immigrant and refugee families are entitled to education in the UK. They come with a range of specific needs. The Race Relations (Amendment) Act 2000 places a duty on local education authorities and schools to promote good race relations in schools and ensure that they do not discriminate. The Education (Additional Support for Learning) (Scotland) Act 2004 emphasises the key role schools that schools have in maximising the potential of bilingual learners. It provides bilingual learners with an entitlement of additional support, should they require it, to ensure that they make good progress in learning. Scottish education has a long and proud history of being welcoming and inclusive. However, the past four years have brought fresh challenges in responding to unpredicted numbers of children and young people from a variety of backgrounds and cultures arriving in Scottish schools.2 Every local authority in Scotland is faced with the challenge of meeting the needs of newly-arrived young people and their families. We found that the scale of the challenge, and the readiness to meet it, varies significantly across local authorities and schools.
Who are the new arrivals?
For the purposes of this report, we are using the term ‘new arrivals’ to refer to children and families who have arrived in school as a result of international migration. International migrants include refugees, asylum seekers and economic migrants from outwith the United Kingdom.
What does this report do?
This report comments on what Scottish schools are doing well to support newly-arrived young people and their families. It provides examples of some of the things which school leaders, school staff and professional partners are doing to help newly-arrived children and young people feel welcome, increase in confidence and fulfil their potential. It also indicates areas where schools and education authorities need to improve to meet the differing learning and support needs of all learners. Also included are some questions to stimulate reflection on what is currently happening in your school.
Who is this report for?
This report is for all school leaders, and pastoral care, support and teaching staff in pre-school centres, primary and secondary schools.
It is also for people who work in partnership with the school to support newly-arrived young people and their families. These people include education officers, community learning and development staff, staff from English as an additional language/bilingual support services, psychological services and youth work services, as well as voluntary providers, community and faith groups and other educational establishments.