-Multi-agency meetings (including those called by external agencies) have interpreters present, where needed.

-Have teachers who are aware of their language needs and ensure access to the full curriculum by meeting the language needs (teaching staff know how to create a language rich environment for all);

-Have half termly assessment of level of language acquisition to ensure that they are given challenging bespoke targets to accelerate progress;

-Where necessary, have interventions which are personalised, time limited and are monitored to ensure accelerated progress.

-acknowledge that some have had theirs risked or threatened by exploring issues around forced displacement in depth;

-recognise and celebrate the contributions of people seeking sanctuary in the UK and your local community

-stand in solidarity with people seeking sanctuary: either by raising awareness amongst the wider community, fundraising/donating and/or volunteering or standing up for refugee rights.

-connect to and collaborate with the wider sanctuary network.

Written / Presented by Dr Tina Rae

Chaired by Professor Barry Carpenter CBE

Hosted by Evidence for Learning (EfL) | LearningShared on 4th April 2022

Also you can use Widgit as thy have a basic pack ready to go!

2) Make your pledge

3) Share your ambition

4) Audit and plan your action

5) Celebrate Day of Welcome

The Schools of Sanctuary programme is not political - in a worryingly divided society where hateful rhetoric is widespread, it simply helps schools to talk factually about the different reasons people may have been forced to flee and their experiences arriving in the UK. Whatever a person's viewpoint, the Schools of Sanctuary encourages children and adults alike to lead with kindness and humanity.

Stories of arriving in the UK are not abstract but are also shared by many in our school community. Being a School of Sanctuary not only helps us to understand the challenges newly arrivals might be experiencing and best support them, as we work hard to do for every one of our learners, but it also ensures that these children’s experiences are recognised and represented. In doing so, we hope that children seeking safety can feel just as safe, welcomed and valued in our community as their peers.

We are proud to be a school where every child feels safe, where we try to understand and meet every child's individual needs, and we equip our pupils to be kind and thoughtful members of our communities. This is at the heart of who we are.

You can learn more about the Schools of Sanctuary programme here but if you have any questions or concerns, please don't hesitate to contact us.

2. We advise against engaging with far-right commentary, particularly on social media. We strongly encourage you to review your security settings on social channels - for the time being restricting public views of content can help to avoid the targeting of your school (how to make your profile private). When necessary, report abusive or threatening comments using the relevant options on the social media platform and, where required, to the police.

3. Remind parents/carers and your wider community about why you are a member of the Schools of Sanctuary network and how this fits with your school values. Give clear and concrete examples of the different actions you have done as a result of your engagement with the programme. Listen to concerns and provide reassurance about why the purpose and principles of Schools of Sanctuary is valuable for every child.

4. We have updated our website with a Frequently Asked Questions page, where we intend to proactively address common concerns and clarify our goals and ways of working. You may want to add a link to the Schools of Sanctuary FAQs to the relevant school webpage.

We know that children and young people are increasingly exposed to distressing events — both through first hand experiences and through consuming news content on everything from outbreaks of conflict, terrorist attacks and natural disasters to civil unrest.

And while PSHE education provides a proactive, planned curriculum to explore some of these themes, there will be times when you need to respond more immediately to unforeseen events, allay concerns and answer pupils’ questions.

When pupils arrive at school worried or confused by something they've seen or heard, it’s important to know how to talk to them in a calm, reassuring and effective manner.

Talking to pupils about distressing events

Our guidance will support you to consider how you might take a whole school approach, embed responses within PSHE education and reach out to your wider school community. 

Get practical advice on handling difficult, in-the-moment conversations: from managing emotions to ensuring age-appropriateness; and from critically engaging with media to signposting further sources of support.

Whilst we can’t control distressing events taking place in the world — or young people’s access to information about these events — we can control how we discuss them together, and how we support pupils to navigate upsetting news