This article is from the source 'bbc' and was first published or seen on . It will not be checked again for changes.
You can find the current article at its original source at http://news.bbc.co.uk/go/rss/-/1/hi/education/7112923.stm
The article has changed 6 times. There is an RSS feed of changes available.
| Version 2 | Version 3 |
|---|---|
| Heads warn of migrant problems | Heads warn of migrant problems |
| (about 4 hours later) | |
| A head teachers' leader says some small schools in England are struggling with the sudden arrival of young immigrants. | A head teachers' leader says some small schools in England are struggling with the sudden arrival of young immigrants. |
| The problem is most acute in rural areas and smaller towns, especially in Lincolnshire, Nottinghamshire and parts of the South West, said Mick Brookes. | The problem is most acute in rural areas and smaller towns, especially in Lincolnshire, Nottinghamshire and parts of the South West, said Mick Brookes. |
| He said some members of his National Association of Head Teachers complained they were at "breaking point". | He said some members of his National Association of Head Teachers complained they were at "breaking point". |
| There was a need for accurate national data on the scale of the problem, he plans to tell a House of Lords inquiry. | There was a need for accurate national data on the scale of the problem, he plans to tell a House of Lords inquiry. |
| Lack of figures | Lack of figures |
| "Nobody seems to really know how many or where these children might be," he said. | "Nobody seems to really know how many or where these children might be," he said. |
| Mr Brookes, who is to give evidence to a House of Lords inquiry into the impact of immigration, said individual schools did not have the money or the capacity to absorb large numbers of newly-arrived pupils. | Mr Brookes, who is to give evidence to a House of Lords inquiry into the impact of immigration, said individual schools did not have the money or the capacity to absorb large numbers of newly-arrived pupils. |
| Schools might receive an extra £1,300 per year to support the needs of a foreign pupil, but the actual cost to the school could be £30,000, he said. | Schools might receive an extra £1,300 per year to support the needs of a foreign pupil, but the actual cost to the school could be £30,000, he said. |
| The greatest difficulty was in small schools serving an established community, which face an unexpected surge in demand for places from children of transient workers. | The greatest difficulty was in small schools serving an established community, which face an unexpected surge in demand for places from children of transient workers. |
| For example, these could be the children of eastern European agricultural workers in rural England, needing both school places and language support. | For example, these could be the children of eastern European agricultural workers in rural England, needing both school places and language support. |
| Transient workers | Transient workers |
| "In London, where there have been large numbers of pupils arriving from overseas, schools are already set up to support children," said Mr Brookes. | "In London, where there have been large numbers of pupils arriving from overseas, schools are already set up to support children," said Mr Brookes. |
| "But the real difficulty can be in more rural areas where there can be large numbers of transient workers and schools are unlikely to have that kind of language support." | "But the real difficulty can be in more rural areas where there can be large numbers of transient workers and schools are unlikely to have that kind of language support." |
| There is also a question of "critical mass", he said. | There is also a question of "critical mass", he said. |
| While schools could absorb and accommodate the needs of a few new arrivals, it could be much more difficult when small schools were expected to admit disproportionate numbers of overseas pupils. | While schools could absorb and accommodate the needs of a few new arrivals, it could be much more difficult when small schools were expected to admit disproportionate numbers of overseas pupils. |
| "It can change the nature of rural, traditional schools," said Mr Brookes. | "It can change the nature of rural, traditional schools," said Mr Brookes. |
| Many of the eastern European children who entered schools learnt English very quickly and were successful students, he said - and their entry into the education system was to be supported. | Many of the eastern European children who entered schools learnt English very quickly and were successful students, he said - and their entry into the education system was to be supported. |
| But the planning for accommodating these pupils could not be left to a local level, he said. | But the planning for accommodating these pupils could not be left to a local level, he said. |
| Funding support | Funding support |
| Mr Brookes says there is a pressing need at a national level to gauge the scale of demand for places - and then to create a "thought-through" policy in response. | Mr Brookes says there is a pressing need at a national level to gauge the scale of demand for places - and then to create a "thought-through" policy in response. |
| This will not be straightforward, he acknowledges, but needs to be addressed. | This will not be straightforward, he acknowledges, but needs to be addressed. |
| If the children are from transient communities - such as agricultural workers - then building a new, permanent school would not make sense to solve a temporary problem. | If the children are from transient communities - such as agricultural workers - then building a new, permanent school would not make sense to solve a temporary problem. |
| But putting immigrant children into separate, mobile classrooms would not help migrants to integrate and learn English, he said. | But putting immigrant children into separate, mobile classrooms would not help migrants to integrate and learn English, he said. |
| Funding for the extra needs of newly-arrived children also needed to be re-considered, he said. And there were questions about admissions systems and the risk of inflaming local tensions about getting places in schools. | Funding for the extra needs of newly-arrived children also needed to be re-considered, he said. And there were questions about admissions systems and the risk of inflaming local tensions about getting places in schools. |
| Schools were also sensitive to how such changes in the pupil population could change their league table standings, he said. | Schools were also sensitive to how such changes in the pupil population could change their league table standings, he said. |
| Pressure | Pressure |
| The NAHT's representative for the East Midlands, John Peck, said that the greatest need for schools was to have more specialist language support for non-English speaking pupils. | |
| "It can put enormous pressure on a school that doesn't have the expertise," he says. | "It can put enormous pressure on a school that doesn't have the expertise," he says. |
| Among the areas where there were particular pressures were Boston in Lincolnshire and Newark in Nottinghamshire, said Mr Peck. | Among the areas where there were particular pressures were Boston in Lincolnshire and Newark in Nottinghamshire, said Mr Peck. |
| The problem of such localised spikes in demand for school places also comes against a national background of large numbers of empty places which have threatened school closures. | The problem of such localised spikes in demand for school places also comes against a national background of large numbers of empty places which have threatened school closures. |
| As well as new populations arriving in this country, there is mobility within the country, which has contributed to 758,000 surplus school places - equivalent to 2,000 empty primary schools and 250 empty secondary. | As well as new populations arriving in this country, there is mobility within the country, which has contributed to 758,000 surplus school places - equivalent to 2,000 empty primary schools and 250 empty secondary. |
| A spokesperson for the Department for Children, Schools and Families, said that extra funding was available. | A spokesperson for the Department for Children, Schools and Families, said that extra funding was available. |
| Under headings including the Ethnic Minority Achievement Grant, New Arrivals Excellence Programme and the Exceptional Circumstances Grant, there is £179m funding for schools in England this year - rising to £207m for 2010-2011. | Under headings including the Ethnic Minority Achievement Grant, New Arrivals Excellence Programme and the Exceptional Circumstances Grant, there is £179m funding for schools in England this year - rising to £207m for 2010-2011. |