General Subject Information
For the UASC (unaccompanied asylum seeking children) there is homogenous policy and dispatch by an agency called VSK (Virtual School Kent) who do the initial intake, mapping and screening and take on the responsibility for issues that have clear priority such as education, medical and mental health, social services, housing and the legal situation of UASC. They also monitor the dispersal and spreading of UASC and do the follow-up. In order to ensure adequate support, services provided by external partners can be brought in.
It seems to be a general policy in schools that schedules can be handled in a flexible way to allow for remedial teaching, catching up or working on specific skills. Schools also have the autonomy to complement their programme with external services or partners that can be brought into the school.
In general, schools and education providers deal with all students in the same way. Newcomers (refugees, economical refugees, unaccompanied asylum seeking children) are a part of the looked-after, vulnerable children and as such there is a shared approach as to what support this segment of students need, which learning path is adequate, what kind of services need to be bought in and who to partner up with. It appeared that wellbeing is the general starting point. As such it is regarded as the basis that needs to be secure prior to any kind of learning. Language is just one of the issues that has to be dealt with along the lines of a successful learning path but is not regarded as chronologically critical.
Here you can find the final report from this subproject 2 – Initial learning processes: