Teenage refugees are spending up to a year absent from education
New evidence by our partners Refugee Education UK (REUK) sheds light upon why so many child and teenage refugees remain in education limbo: unable to access a school place, whilst typically also being too young to access further education, which brings risks to their wellbeing and safety.
Changing lives and overcoming exclusion through language education
What's new?
New evidence from our partners, Refugee Education UK (REUK), highlights why so many child and teenage refugees in the UK remain in education limbo — unable to secure a school place and often too young to access further education. The Guardian published an article based on this important report.
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We have put together our calls for change and the evidence so that children and adults who speak English as a Second or Additional Language in the UK can achieve their full potential.
A practical guide for supporting EAL learners in early years settings.
In this blog, Diana Sutton, Director of the Foundation, outlines seven cost-effective and practical actions for the new Government to take to ensure learners and teachers receive the support they need.
In this blog Diana Sutton, Director of the Foundation, outlines five cost-effective and practical actions for the new Government to unlock the skills and potential of adults learning English for Speakers of Other Languages (ESOL).
In England and Wales, 5.1 million people speak English as a Second or Additional Language (ESL). For many, English for Speakers of Other Languages (ESOL) classes have been the key to a new language and a new life, unlocking their skills and opportunities. These are their stories.
Guidance to Support Educators in Planning Interventions for Learners who use English as an Additional Language (EAL).
In this blog, Diana Sutton, Director of the Foundation, takes a look at the key role Ofsted has to play in supporting effective EAL and ESOL provision.
Find out more about our review of the ESOL qualifications and curriculum, which provides evidence-informed recommendations to improve ESOL standards, qualifications, and methodology.
This guidance from The Bell Foundation provides a framework for schools to ensure that any EAL learners, who may also have a special educational need or disability (SEND), receive appropriate and effective support.
In this blog, Diana Sutton, Director of The Bell Foundation, explores brand new evidence on the experience of young refugees arriving later into the education system and what urgent policy changes are needed.
Why overcoming language barriers matters
In this clip we provide an overview of the current challenges around EAL provision in schools, and we speak to experts and school leaders about their key asks for an incoming government.
Rishan and Djafarou, from Kent Refugee Action Network (KRAN), spoke about their experiences since arriving in the UK and the importance of language support.
In this clip we provide an overview of the current challenges around English for Speakers of Other Languages (ESOL) provision, and we speak to experts and students about these challenges and their key asks for an incoming government.
In this blog, we explore lessons from the programme run by the East of England Local Government Association’s Strategic Migration Partnership (EELGA SMP) to support refugees and asylum seekers with employment opportunities.
The Foundation’s Director, Diana Sutton, spoke to Dr Philida Schellekens to explore how ESOL could better meet the needs of learners.