Information for Schools and Colleges

Unaccompanied Asylum-Seeking Children (UASC) are children and young people who have arrived in the UK without a parent or legal guardian and are seeking asylum.

Every young person's journey is different. Some may have experienced:

Education	Family & Relationships	Change & Adjustment
Interrupted education	Separation from family	Cultural differences
Limited education opportunities	Loss and uncertainty	Learning English
Different education systems	New support networks	Adapting to life in the UK

While these experiences may create additional barriers, they can also bring considerable strengths, resilience and aspiration. Educational settings play an important role in helping young people feel safe, included and able to achieve their potential.

Useful Resources

New Designated Teacher training
Statutory Guidance for Designated Teachers

Unaccompanied Asylum-Seeking Children (UASC) are children and young people who have arrived in the UK without a parent or legal guardian and are seeking asylum.

Every young person's journey is different. Some may have experienced:

Education	Family & Relationships	Change & Adjustment
Interrupted education	Separation from family	Cultural differences
Limited education opportunities	Loss and uncertainty	Learning English
Different education systems	New support networks	Adapting to life in the UK

While these experiences may create additional barriers, they can also bring considerable strengths, resilience and aspiration. Educational settings play an important role in helping young people feel safe, included and able to achieve their potential.

Useful Resources

New Designated Teacher training
Statutory Guidance for Designated Teachers

A positive start can significantly influence a young person's engagement, attendance, wellbeing and sense of belonging.

Many UASC may be unfamiliar with the English education system and may need information repeated, revisited and communicated in accessible ways.

Consider:

A welcoming induction process	Tours of the school or college environment	Clear explanations of routines and expectations
Access to interpreting support where appropriate	Buddy or peer mentoring systems	Visual timetables and translated information where helpful
Regular check-ins during the initial transition period

A structured induction can help young people build confidence, understand expectations and settle more quickly.

Useful Resource

Programme Tips to Aid a Smooth Start

A positive start can significantly influence a young person's engagement, attendance, wellbeing and sense of belonging.

Many UASC may be unfamiliar with the English education system and may need information repeated, revisited and communicated in accessible ways.

Consider:

A welcoming induction process	Tours of the school or college environment	Clear explanations of routines and expectations
Access to interpreting support where appropriate	Buddy or peer mentoring systems	Visual timetables and translated information where helpful
Regular check-ins during the initial transition period

A structured induction can help young people build confidence, understand expectations and settle more quickly.

Useful Resource

Programme Tips to Aid a Smooth Start

UASC learners arrive with a wide range of educational experiences, qualifications, language backgrounds, strengths and aspirations.

It is important to recognise that limited English proficiency does not indicate limited academic ability. Many learners may have strong first-language literacy skills, significant prior learning or qualifications that are not yet fully evident through English.

Assessing Progress

Progress may be demonstrated through:

English Language Development	Engagement and Participation	Academic Progress
Progress through ESOL or EAL frameworks Improved speaking and listening skills Improved reading and writing Increased subject-specific vocabulary	Improved attendance Greater participation in lessons Increased confidence Improved relationships with peers and staff	Curriculum access Internal assessments Coursework completion Demonstration of knowledge over time

Useful Resources

UASC Toolkit
The Bell Foundation
Refugee Council

UASC learners arrive with a wide range of educational experiences, qualifications, language backgrounds, strengths and aspirations.

It is important to recognise that limited English proficiency does not indicate limited academic ability. Many learners may have strong first-language literacy skills, significant prior learning or qualifications that are not yet fully evident through English.

Assessing Progress

Progress may be demonstrated through:

English Language Development	Engagement and Participation	Academic Progress
Progress through ESOL or EAL frameworks Improved speaking and listening skills Improved reading and writing Increased subject-specific vocabulary	Improved attendance Greater participation in lessons Increased confidence Improved relationships with peers and staff	Curriculum access Internal assessments Coursework completion Demonstration of knowledge over time

Useful Resources

UASC Toolkit
The Bell Foundation
Refugee Council

Some UASC may have experienced difficult or traumatic events before, during or after their journey to the UK.

These experiences may sometimes affect engagement, attendance, behaviour or learning.

Emotional	Learning	Social
Anxiety	Difficulty concentrating	Withdrawal from peers
Low mood	Tiredness	Reduced engagement
Stress	Lower attendance	Changes in behaviour

These responses may reflect stress, uncertainty or adjustment rather than behavioural concerns.

Schools and colleges should adopt trauma-informed approaches that promote:

Safety

Consistency

Belonging

Trusted relationships

Consistent, trusted adults often have the greatest impact on helping a young person feel safe, settled and ready to learn.

Some UASC may have experienced difficult or traumatic events before, during or after their journey to the UK.

These experiences may sometimes affect engagement, attendance, behaviour or learning.

Emotional	Learning	Social
Anxiety	Difficulty concentrating	Withdrawal from peers
Low mood	Tiredness	Reduced engagement
Stress	Lower attendance	Changes in behaviour

These responses may reflect stress, uncertainty or adjustment rather than behavioural concerns.

Schools and colleges should adopt trauma-informed approaches that promote:

Safety

Consistency

Belonging

Trusted relationships

Consistent, trusted adults often have the greatest impact on helping a young person feel safe, settled and ready to learn.

The Personal Education Plan (PEP) is one of the most important tools for promoting the educational achievement of Children in Care.

For UASC learners, the PEP should provide a holistic picture of educational progress, language development, wellbeing, strengths, aspirations and future planning.

The PEP should:

Pupil Voice and Aspirations	Progress and Support	Future Planning
Capture the young person's views	Monitor educational progress	Support post-16 and post-18 planning
Promote high aspirations	Identify strengths and barriers	Explore progression routes
Recognise individual successes	Coordinate support and interventions	Consider long-term goals
Explore future ambitions	Make effective use of Pupil Premium Plus	Support transitions

The Personal Education Plan (PEP) is one of the most important tools for promoting the educational achievement of Children in Care.

For UASC learners, the PEP should provide a holistic picture of educational progress, language development, wellbeing, strengths, aspirations and future planning.

The PEP should:

Pupil Voice and Aspirations	Progress and Support	Future Planning
Capture the young person's views	Monitor educational progress	Support post-16 and post-18 planning
Promote high aspirations	Identify strengths and barriers	Explore progression routes
Recognise individual successes	Coordinate support and interventions	Consider long-term goals
Explore future ambitions	Make effective use of Pupil Premium Plus	Support transitions

PEP targets should be SMART:

Specific - clear and focused
Measurable - progress can be monitored
Achievable - realistic for the young person
Relevant - linked to identified needs and aspirations
Time-bound - reviewed within an agreed timescale

Targets may focus on:

English language development	Literacy and numeracy	Attendance and punctuality	Participation and engagement
Confidence and independence	Careers education and progression planning	Employment, training or higher education goals

When setting targets for UASC learners, consider progress across academic achievement, English language acquisition, wellbeing, independence and future aspirations. Where appropriate, targets should recognise small steps of progress and build towards longer-term outcomes.

Useful Resources

PEP SMART Target Examples Examples of effective SMART targets for Children in Care.
ESOL SMART Target Prompts Guidance to support target setting for learners developing English as an Additional Language.
Virtual School SMART Poster A practical guide to writing Specific, Measurable, Achievable, Relevant and Time-bound targets..

PEP targets should be SMART:

Specific - clear and focused
Measurable - progress can be monitored
Achievable - realistic for the young person
Relevant - linked to identified needs and aspirations
Time-bound - reviewed within an agreed timescale

Targets may focus on:

English language development	Literacy and numeracy	Attendance and punctuality	Participation and engagement
Confidence and independence	Careers education and progression planning	Employment, training or higher education goals

When setting targets for UASC learners, consider progress across academic achievement, English language acquisition, wellbeing, independence and future aspirations. Where appropriate, targets should recognise small steps of progress and build towards longer-term outcomes.

Useful Resources

PEP SMART Target Examples Examples of effective SMART targets for Children in Care.
ESOL SMART Target Prompts Guidance to support target setting for learners developing English as an Additional Language.
Virtual School SMART Poster A practical guide to writing Specific, Measurable, Achievable, Relevant and Time-bound targets..

Educational pathways should be ambitious, realistic and tailored to the individual learner's strengths, experiences and aspirations.

Designated Teachers play an important role in helping young people understand their options and plan for the future.

Key Considerations for UASC Learners

Learning	Future Planning	Individual Circumstances
English language development	Career aspirations	Immigration status
Previous education	Post-16 plans	Leave to Remain considerations
Qualifications achieved	Post-18 progression	Right to Work eligibility
First language literacy	Progression requirements	Individual talents and ambitions

When discussing educational pathways, it is important to consider all three areas to ensure planning is personalised, ambitious and realistic for each young person.

Educational pathways should be ambitious, realistic and tailored to the individual learner's strengths, experiences and aspirations.

Designated Teachers play an important role in helping young people understand their options and plan for the future.

Key Considerations for UASC Learners

Learning	Future Planning	Individual Circumstances
English language development	Career aspirations	Immigration status
Previous education	Post-16 plans	Leave to Remain considerations
Qualifications achieved	Post-18 progression	Right to Work eligibility
First language literacy	Progression requirements	Individual talents and ambitions

When discussing educational pathways, it is important to consider all three areas to ensure planning is personalised, ambitious and realistic for each young person.

Many UASC learners begin with ESOL before progressing to additional qualifications, training and employment opportunities. Pathways should be discussed regularly through the PEP and reflect the young person's strengths, aspirations and circumstances.

Education	Training & Employment	Higher Education & Careers
ESOL	Apprenticeships	University
Functional Skills	Vocational Qualifications	Foundation Degrees
GCSEs	Work-based Learning	Higher-Level Study
College Courses	Employment with Training	Degree Apprenticeships
Further Education	Supported Internships / Traineeships	Professional Careers

The progression pathways available to young people are shown in the guide below.

Pathway planning should be reviewed regularly through the PEP process and take account of the young person's aspirations, progress, support needs and immigration circumstances.

Many UASC learners begin with ESOL before progressing to additional qualifications, training and employment opportunities. Pathways should be discussed regularly through the PEP and reflect the young person's strengths, aspirations and circumstances.

Education	Training & Employment	Higher Education & Careers
ESOL	Apprenticeships	University
Functional Skills	Vocational Qualifications	Foundation Degrees
GCSEs	Work-based Learning	Higher-Level Study
College Courses	Employment with Training	Degree Apprenticeships
Further Education	Supported Internships / Traineeships	Professional Careers

The progression pathways available to young people are shown in the guide below.

Pathway planning should be reviewed regularly through the PEP process and take account of the young person's aspirations, progress, support needs and immigration circumstances.

Pupil Premium Plus (PP+) funding should be used to remove identified barriers to learning and improve educational outcomes. For UASC learners, barriers may include English language development, interrupted education, attendance, wellbeing, curriculum access, transition into a new education system and preparation for future pathways. Examples of support that may be considered include:

Examples of PP+ Support

Language Development	Academic Support	Enrichment and Aspiration	Resources and Technology
ESOL support	One-to-one tuition	Educational visits	Flash Academy
Vocabulary programmes	Small-group tuition	Careers activities	Tute
Speaking and listening interventions	GCSE English and Maths support	Extra-curricular opportunities	Learning resources/Revision materials
Literacy support	Functional Skills support	Activities that promote confidence and belonging	Laptops or tablets

For PP+ resources, and guidance including a financial calendar, click the link.

Pupil Premium Plus (PP+) funding should be used to remove identified barriers to learning and improve educational outcomes. For UASC learners, barriers may include English language development, interrupted education, attendance, wellbeing, curriculum access, transition into a new education system and preparation for future pathways. Examples of support that may be considered include:

Examples of PP+ Support

Language Development	Academic Support	Enrichment and Aspiration	Resources and Technology
ESOL support	One-to-one tuition	Educational visits	Flash Academy
Vocabulary programmes	Small-group tuition	Careers activities	Tute
Speaking and listening interventions	GCSE English and Maths support	Extra-curricular opportunities	Learning resources/Revision materials
Literacy support	Functional Skills support	Activities that promote confidence and belonging	Laptops or tablets

For PP+ resources, and guidance including a financial calendar, click the link.