Following on from the last blog it seems that the question of movement and more children arriving in classrooms with another language and little or no English is going to be an upward trend. Todays census information has ben revealed and suggests:
The number of Polish-born people living in England and Wales has risen by almost 900% since the last census and they now make up 1% of the population – more than Irish-born residents.
Pete Stokes, census statistical design manager for the Office of National Statistics. says most of the Polish migrants tend to be younger, and more prepared to move for work.
“Polish migrants are driven by economics and they are going everywhere. People from Poland are in every local authority in the country, they are not clustering,” he said.
Furthermore the statistics show that:
The number of people living in England and Wales who could not speak any English was 138,000, latest figures from the 2011 census show.
After English, the second most reported main language was Polish, with 546,000 speakers, followed by Punjabi and Urdu.
Some 4 million – or 8% – reported speaking a different main language other than English or Welsh.
Of those with a main language other than English,
1.7 million could speak English very well,
1.6 million could speak English well, and
726,000 could speak English, however not well. The remaining 138,000 could not speak English at all.
On the plus side there are lots of people and probably teachers arriving with Polish as their first language so maybe we should look at a curriculum which promotes Polish as an MFL and not French? On the negative side schools need to look at how they communicate with parents, children and community to engage them in schooling otherwise our stats as a world leader in education will keep going down and then how they ensure the curriculum is taught and academic language achieved in order that they can partake of formal examinations and receive a grade/number relevant to their true potential. A hard one but something we must look at, at National and local level to make sure we are not failing our children.
Finally when I first started teaching I remember people would say there were geographic areas which attracted new arrivals from overseas again this is borne out by the census as is my recent blogs that more and more schools are now witnessing challenging learning requirements to make sure all the pupils reach their potential.
The greatest numerical change has however been in London. In 2001, almost two million people in the capital were born abroad. Today it is almost three million. If anyone doubted that London was now a world city, rather than just the capital of the UK, the figures say different.
Only 44% of people in London now describe themselves as white British. In the east London borough of Newham, fewer than a fifth of the population described themselves so.
Four out of every 10 people in London in 2011 were foreign-born – up from three in 10 in 2001.
Overall, four London boroughs – Newham, Brent, Westminster and Kensington and Chelsea are now home to a majority who were born outside of the UK. Three other parts of the capital are not far off.
LEAST BORN ABROAD
- Blaenau Gwent 1,500 (2.2%)
- Redcar and Cleveland 3,000 (2.2%)
- Staffordshire Moorlands 2,200 (2.2%)
- Knowsley 3,400 2.3%
- Caerphilly 3,400 2.3%
MOST BORN ABROAD
- Brent 171,000 (55%)
- Newham 165,000 (54%)
- Westminster 117,000 (53%)
- Kensington and Chelsea 82,000 (52%)
The history of migration was once the story of cities: We had very distinct communities in specific places – an African-Caribbean community in London or Birmingham, for instance, and Indian or East African Asian people in Leicester.
Large historic communities remain – but there is also greater geographic spread among newcomers. For instance, some 90% of the Poles in the UK are spread across England and Wales in community after community.
So overall, increasing change, rapid change and increasing diversity.
Today, almost 10,000 people born abroad call Boston home – 3,000 of them from Poland, more than any other local authority outside of the South East.
We will need to create teaching resources using all the ICT and non-ICT resources we have available to make sure that these children grow up as world or global citizens, available for work in more than one country, yet achieving at the best level they can regardless of language/s. It is our duty to make sure through our unwillingness to change or change our practice that we hold these new world citizens back