ABSTRACT
The ‘unprecedented’ (Somerville 2007, 1) migration from Eastern Europe is a topic that is very much a part of the national conversation as we seek to come to terms with the challenges facing the schools and the fact that the school population is becoming increasingly diverse (Green 2007; Favell 2008). For the past decade, government concern has centred on the provision of education to support the adaptation of migrant, refugee and asylum seekers’ children to the UK school system. However, the curriculum model developed focuses predominantly on the educational needs of children of South Asian and West Indian origin (Stevens 2007).
