Your breadcrumb trail: Playground > Entrance hall > Mobility Office > Mobility Cycle > In school
Schools should ensure that suitable arrangements are in place for new students to be introduced to peers and to staff working in school as appropriate. Practices from SCE schools include mention in key stage assemblies, a welcome on a weekly newsletter and a photograph and pen-picture added to the school's 'welcome board'.
Entry should be followed up, with student and parent, to ensure that all pastoral and academic issues are addressed. Effective follow-up, formal and informal, demonstrates that 'every child matters' and that the student's interest is at the forefront of the school's efforts.
It is common practice in SCE to arrange meetings with parents or carers after an initial settling-in period. These meetings can also be used to gain valuable feedback on the entry and induction process while it is fresh in the mind.
Schools should plan opportunities for such discussions. One working example of this is that of lunchtime tables facilitated by the school councillor, where students leaching over the next few weeks will eat and socialise with students who have just arrived. Often, students can share memories and expectations of partner schools. Many SCE schools use 'Circle Time' or PSHE lessons to similar end. Almost all SCE schools assign a 'buddy' to support the new student.