Social Workers play a vital role in helping Unaccompanied Asylum-Seeking Children (UASC) feel safe, settled and supported to achieve their goals.
Education is a key factor in improving outcomes for UASC. While schools and colleges deliver education, Social Workers play an important role in promoting engagement, encouraging aspiration and helping to identify and address barriers to learning.
Working alongside carers, education settings, Gloucestershire Virtual School and other professionals, Social Workers can have a significant impact on a young person's educational progress, wellbeing and future opportunities.
This section provides guidance, resources and practical information to support Social Workers working with UASC in Gloucestershire.
|
Promoting Education |
Partnership Working |
Future Planning |
|
Promote attendance and engagement |
Work with schools, colleges and carers |
Encourage high aspirations |
|
Support educational transitions |
Liaise with Gloucestershire Virtual School |
Support progression planning |
|
Advocate for appropriate provision |
Attend and contribute to PEPs |
Explore future pathways |
|
Identify barriers to learning |
Coordinate support around the young person |
Support access to employment and training |
Educational discussions should form part of wider care planning and pathway planning conversations.
The PEP remains the primary mechanism for coordinating and reviewing educational support for Children in Care.
For UASC learners, the PEP should capture educational progress, language development, aspirations, wellbeing and future planning.
Social Worker's Contribution to the PEP
|
Before the PEP |
During the PEP |
After the PEP |
|
|
|
|
|
|
|
|
|
|
|
|
The PEP remains the primary mechanism for coordinating and reviewing educational support for Children in Care.
For UASC learners, the PEP should capture educational progress, language development, aspirations, wellbeing and future planning.
Social Worker's Contribution to the PEP
|
Before the PEP |
During the PEP |
After the PEP |
|
|
|
|
|
|
|
|
|
|
|
|
|
Learning |
Participation |
Future Planning |
|
English language acquisition |
Attendance and engagement |
Post-16 pathways |
|
Educational history |
Participation in education |
Post-18 planning |
|
Prior learning and qualifications |
Access to enrichment |
Career aspirations |
|
Curriculum access |
Wider opportunities |
Employment and Higher Education |
|
Learning |
Participation |
Future Planning |
|
English language acquisition |
Attendance and engagement |
Post-16 pathways |
|
Educational history |
Participation in education |
Post-18 planning |
|
Prior learning and qualifications |
Access to enrichment |
Career aspirations |
|
Curriculum access |
Wider opportunities |
Employment and Higher Education |
Attendance remains one of the strongest predictors of educational success.
Where concerns are identified, Social Workers should work alongside carers, education settings and Gloucestershire Virtual School to understand and address barriers.
Potential Barriers for UASC Learners
|
Education |
Practical Barriers |
Wellbeing |
|
New educational environments |
Transport arrangements |
Anxiety |
|
Learning English |
Accommodation moves |
Emotional wellbeing |
|
Educational transitions |
Legal or immigration appointments |
Loss and uncertainty |
|
Adjusting to a new education system |
Placement changes |
Confidence and belonging |
Early intervention and collaborative working are often key to improving attendance, participation and outcomes.
Attendance remains one of the strongest predictors of educational success.
Where concerns are identified, Social Workers should work alongside carers, education settings and Gloucestershire Virtual School to understand and address barriers.
Potential Barriers for UASC Learners
|
Education |
Practical Barriers |
Wellbeing |
|
New educational environments |
Transport arrangements |
Anxiety |
|
Learning English |
Accommodation moves |
Emotional wellbeing |
|
Educational transitions |
Legal or immigration appointments |
Loss and uncertainty |
|
Adjusting to a new education system |
Placement changes |
Confidence and belonging |
Early intervention and collaborative working are often key to improving attendance, participation and outcomes.
|
Educational Support |
Progression Support |
|
|
|
|
|
|
|
|
|
|
|
Educational Support |
Progression Support |
|
|
|
|
|
|
|
|
|
|
Many UASC learners begin their educational journey through ESOL provision before progressing onto wider qualifications and pathways.
Pathway planning should be discussed regularly through New to Care meetings, PEPs and wider care planning processes.
Factors Influencing Progression
|
Education |
Future Planning |
Individual Circumstances |
|
|
|
|
|
|
|
|
|
|
|
|
Progression Routes
|
Education |
Training & Employment |
Higher Education |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Key Resources
|
 |
|
 |
The Virtual School can support discussions regarding appropriate course levels, progression opportunities and future planning.
Many UASC learners begin their educational journey through ESOL provision before progressing onto wider qualifications and pathways.
Pathway planning should be discussed regularly through New to Care meetings, PEPs and wider care planning processes.
Factors Influencing Progression
|
Education |
Future Planning |
Individual Circumstances |
|
|
|
|
|
|
|
|
|
|
|
|
Progression Routes
|
Education |
Training & Employment |
Higher Education |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Key Resources
|
|
|
|
The Virtual School can support discussions regarding appropriate course levels, progression opportunities and future planning.
As UASC young people approach adulthood, educational and pathway planning becomes increasingly important. Many young people continue their educational journey beyond 18 through Further Education, vocational training, apprenticeships, employment or Higher Education.
It is important to remember that Gloucestershire Virtual School involvement ends when a young person turns 18, so planning should begin well in advance.
| Post-18 Options for UASC Care Leavers Toolkit |  |
As UASC young people approach adulthood, educational and pathway planning becomes increasingly important. Many young people continue their educational journey beyond 18 through Further Education, vocational training, apprenticeships, employment or Higher Education.
It is important to remember that Gloucestershire Virtual School involvement ends when a young person turns 18, so planning should begin well in advance.
| Post-18 Options for UASC Care Leavers Toolkit | |
Progression opportunities may be influenced by:
|
|
|
|
|
|
Where necessary, pathway planning should be informed by appropriate legal advice.
Progression opportunities may be influenced by:
|
|
|
|
|
|
Where necessary, pathway planning should be informed by appropriate legal advice.
Higher Education should be considered as a realistic option for care-experienced and UASC young people where appropriate.
Professionals can support by:
|
|
|
|
|
Higher Education should be considered as a realistic option for care-experienced and UASC young people where appropriate.
Professionals can support by:
|
|
|
|
|
A range of local services can support educational engagement, wellbeing, community integration and future planning.
Key Services
|
GARAS - Advocacy, ESOL, counselling, practical support and community activities |
|
|
Youth Support Team - Careers guidance and transition support
|
|
|
Children and young people's mental health services - Mental Health support |
|
|
Mental Health & Wellbeing | Young Gloucestershire - Mental health and wellbeing support.
|
|
|
Gloucester Resources for UASC - Local activities, services and support. |
|
A range of local services can support educational engagement, wellbeing, community integration and future planning.
Key Services
|
GARAS - Advocacy, ESOL, counselling, practical support and community activities |
|
|
Youth Support Team - Careers guidance and transition support
|
|
|
Children and young people's mental health services - Mental Health support |
|
|
Mental Health & Wellbeing | Young Gloucestershire - Mental health and wellbeing support.
|
|
|
Gloucester Resources for UASC - Local activities, services and support. |
|