Carers play an important role in helping Unaccompanied Asylum-Seeking Children (UASC) feel safe, settled and able to thrive.
As a carer, you can have a significant impact on a young person's wellbeing, educational engagement, independence and future opportunities. This section provides information, resources and guidance to support carers working with UASC in Gloucestershire.
Every young person's journey is different. Many UASC are adapting to several changes at the same time.
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Education |
New Experiences |
Family and Relationships |
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Creating Stability and Belonging
Small everyday actions can make a significant difference.
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Routine and Stability |
Confidence and Belonging |
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Supporting Identity, Culture and Belonging
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Every young person's journey is different. Many UASC are adapting to several changes at the same time.
|
Education |
New Experiences |
Family and Relationships |
|
|
|
|
|
|
|
|
|
Creating Stability and Belonging
Small everyday actions can make a significant difference.
|
Routine and Stability |
Confidence and Belonging |
|
|
|
|
|
|
|
|
Supporting Identity, Culture and Belonging
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Education can play an important role in helping UASC young people build confidence, develop English language skills, gain qualifications and access future opportunities. For many young people, school or college also provides routine, stability, friendships and a sense of belonging.
Carers are often well placed to notice changes in engagement, confidence or motivation and can provide valuable encouragement and support throughout a young person's educational journey.
Education Can Support
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Personal Development |
Education and Skills |
Future Opportunities |
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Supporting Educational Engagement
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At Home |
Working with Education Settings |
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Education can play an important role in helping UASC young people build confidence, develop English language skills, gain qualifications and access future opportunities. For many young people, school or college also provides routine, stability, friendships and a sense of belonging.
Carers are often well placed to notice changes in engagement, confidence or motivation and can provide valuable encouragement and support throughout a young person's educational journey.
Education Can Support
|
Personal Development |
Education and Skills |
Future Opportunities |
|
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|
|
|
|
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|
|
|
Supporting Educational Engagement
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At Home |
Working with Education Settings |
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Online Resources for ESOL learners- Free resources to support English language development.
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Online Resources for ESOL learners- Free resources to support English language development.
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Regular attendance is strongly linked to positive educational outcomes and future opportunities.
Where attendance or engagement becomes a concern, it can be helpful to work with the young person, education setting, Social Worker and Gloucestershire Virtual School to understand any barriers and identify appropriate support.
Educational journeys are rarely linear, particularly for young people adapting to a new country, language and education system. Encouragement, patience and high aspirations can make a significant difference to a young person's confidence, progress and future opportunities.
Regular attendance is strongly linked to positive educational outcomes and future opportunities.
Where attendance or engagement becomes a concern, it can be helpful to work with the young person, education setting, Social Worker and Gloucestershire Virtual School to understand any barriers and identify appropriate support.
Educational journeys are rarely linear, particularly for young people adapting to a new country, language and education system. Encouragement, patience and high aspirations can make a significant difference to a young person's confidence, progress and future opportunities.
The Personal Education Plan (PEP) is one of the most important tools for understanding how a young person is progressing in education and what support may help them achieve their goals.
For UASC learners, PEP discussions provide an opportunity to look beyond attainment and consider the wider factors that influence educational success, including language development, wellbeing, confidence, belonging and future aspirations.
Carers and support workers often have a unique perspective. They may be the people who see a young person's day-to-day progress, hear about their ambitions, recognise emerging challenges and celebrate the small achievements that may not always be visible in school or college.
For many UASC learners, progress is not always reflected through qualifications or attainment alone. Positive outcomes may also include:
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Educational Progress |
Personal Development |
Future Planning |
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The Carer's Perspective
Carers and support workers can provide valuable insights into:
A young person's strengths, interests and aspirations
Progress in English language development
Participation in activities and community opportunities
Attendance, routines and organisation
Confidence, wellbeing and independence
Any barriers that may be affecting engagement or achievement
Their contribution can help ensure that educational planning reflects the young person's wider experiences and supports realistic but ambitious next steps.
The Personal Education Plan (PEP) is one of the most important tools for understanding how a young person is progressing in education and what support may help them achieve their goals.
For UASC learners, PEP discussions provide an opportunity to look beyond attainment and consider the wider factors that influence educational success, including language development, wellbeing, confidence, belonging and future aspirations.
Carers and support workers often have a unique perspective. They may be the people who see a young person's day-to-day progress, hear about their ambitions, recognise emerging challenges and celebrate the small achievements that may not always be visible in school or college.
For many UASC learners, progress is not always reflected through qualifications or attainment alone. Positive outcomes may also include:
|
Educational Progress |
Personal Development |
Future Planning |
|
|
|
|
|
|
|
|
|
|
|
|
The Carer's Perspective
Carers and support workers can provide valuable insights into:
A young person's strengths, interests and aspirations
Progress in English language development
Participation in activities and community opportunities
Attendance, routines and organisation
Confidence, wellbeing and independence
Any barriers that may be affecting engagement or achievement
Their contribution can help ensure that educational planning reflects the young person's wider experiences and supports realistic but ambitious next steps.
Carers can play an important role in helping young people think positively about their future and explore the opportunities available to them. Carers are often well placed to notice emerging interests, strengths and ambitions and can help young people explore possibilities they may not previously have considered.
Conversations about education, training, employment and future goals do not need to happen all at once. Ongoing encouragement, interest and support can help young people build confidence and make informed decisions about their next steps.
Many UASC learners begin their educational journey through ESOL before progressing to further qualifications and pathways. Educational journeys will vary depending on a young person's age, English language proficiency, previous educational experiences, aspirations and individual circumstances.
Factors That May Influence Future Pathways
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Education |
Future Planning |
Individual Circumstances |
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Progression Routes
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Education |
Training & Employment |
Higher Education |
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ESOL |
Apprenticeships |
University |
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Functional Skills |
Employment with training |
Foundation Degrees |
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GCSEs |
Vocational qualifications |
Higher-level study |
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College courses |
Supported Internships |
Degree Apprenticeships |
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Further Education |
Training programmes |
Professional careers |
Carers can play an important role in helping young people think positively about their future and explore the opportunities available to them. Carers are often well placed to notice emerging interests, strengths and ambitions and can help young people explore possibilities they may not previously have considered.
Conversations about education, training, employment and future goals do not need to happen all at once. Ongoing encouragement, interest and support can help young people build confidence and make informed decisions about their next steps.
Many UASC learners begin their educational journey through ESOL before progressing to further qualifications and pathways. Educational journeys will vary depending on a young person's age, English language proficiency, previous educational experiences, aspirations and individual circumstances.
Factors That May Influence Future Pathways
|
Education |
Future Planning |
Individual Circumstances |
|
|
|
|
|
|
|
|
|
|
|
|
Progression Routes
|
Education |
Training & Employment |
Higher Education |
|
ESOL |
Apprenticeships |
University |
|
Functional Skills |
Employment with training |
Foundation Degrees |
|
GCSEs |
Vocational qualifications |
Higher-level study |
|
College courses |
Supported Internships |
Degree Apprenticeships |
|
Further Education |
Training programmes |
Professional careers |
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Post 16 Guidance For Young People In Year 10 - Information about post-16 education options and progression routes. |
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Post-16 Options Guide - Overview of education, training and employment pathways after 16. |
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Post-18 UASC Care Leavers Toolkit - Information about education, employment, finance and support after 18. |
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UASC Education Pathways Guide (ESOL) - Guidance on ESOL and educational progression pathways. |
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Placement stability for Children in Care - Guidance on promoting placement stability for Children in Care. |
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Post 16 Guidance For Young People In Year 10 - Information about post-16 education options and progression routes. |
|
|
Post-16 Options Guide - Overview of education, training and employment pathways after 16. |
|
|
Post-18 UASC Care Leavers Toolkit - Information about education, employment, finance and support after 18. |
|
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UASC Education Pathways Guide (ESOL) - Guidance on ESOL and educational progression pathways. |
|
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Placement stability for Children in Care - Guidance on promoting placement stability for Children in Care. |
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