Educational and social inclusion
CALL US: 07731402276
Email: fairfutures@outlook.com
Bury, Greater Manchester, UK
Operating across the North West and Yorkshire






WHAT WE DO
Fair Futures is a Community Interest Company working with schools, MATs, council services and other organisations, children, young people and families to promote successful learning and reduce barriers to education.
Our current areas of work focus on:
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Services to schools and Children's Services departments to provide specialist teaching and support for children and young people learning through English as an additional language, young asylum seekers and refugees and Gypsy, Roma and Traveller young people.
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Services to provide therapeutic support for children and young people. We offer specialism in working with young people who are refugees, asylum seekers and other migrants, those who speak English as an additional language and those from Gypsy, Roma and Traveller communities.
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Organising ESOL classes within existing groups and for specific communities
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Providing educational and practical support to refugee and asylum seeker children and families.
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GCSE languages support to schools
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Developing education and mental health support for refugee and asylum seeking young people
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Community Linking projects
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Working with families to support their children's learning, stay safe and healthy and develop positive friendships.

EAL Specialist Teaching and Support
- what difference does it make?
Specialist teaching, educational and pastoral support can increase the rate of progress of EAL learners and their peers.
Data
School impact
Secondary schools in Bury: Progress data
Progress data from 2022-23 Progress 8 scores
EAL 3 spend data is taken over the last 3 years. Schools fell into three bands as shown below.

Case studies of pupil progress and attainment also provide evidence of impact.
Pupil impact: Case study and feedback
Case Study of an International New Arrival: Ali
Ali arrived at the school towards the end of Year 10.
He was an unaccompanied asylum-seeking child
(UASC) from Afghanistan and was placed with foster
carers. He was keen and motivated to learn but had
had an interrupted education due to the situation in
Afghanistan.
The EAL specialist team input: home visit, PEP
meetings, timetabling, referral for PTSD therapy.
Learning: bespoke timetable with fewer subjects,
focusing on core subjects and Ali's interests; small group English Language intervention sessions; after-school extra science and English lessons; EAL specialist teacher support in English and science classes.
Ali worked very hard during his time at the school. It soon became clear that he had a good grounding in maths which helped him in his science as well. However, he also learnt skills in English and learnt how to respond in the correct style for the GCSE exams. He received a lot of support here and he used it to good effect.
Ali's GCSE results:
Maths 7 Science 6 6
Art 6
English Language 3 English Literature 4
After leaving the school, Ali attended college, where he studied maths, physics and chemistry. He then gained a scholarship to study medicine at a Russell Group university. Ali was clearly a gifted pupil, but the long-standing good practice at the school, where staff are so used to working with international new arrivals and collaborating with the EAL specialist team, undoubtedly helped him to perform so well at college.
What's on this month?
ESOL Conversation Class
ESOL classes for Hong Kong BN(O) visa holders
YOUNG ASYLUM SEEKER AND REFUGEE GROUP
ESOL and pastoral support for asylum seeker and refugee young people aged 15-19
by referral