This chapter begins with a portrait of life at Fern College, a bespoke post-16 provision for refugee and unaccompanied asylum-seeking children. The chapter then explains the context for the development of this full-time provision, which is a pilot project whose holistic curriculum was heavily influenced and shaped by the theoretical concepts of safety, belonging and success. The chapter then analyses how each of these concepts are experienced by the practitioners and the students and draws on observations and interviews with the teachers and the young people themselves. The chapter concludes with an analysis of how far the provision has achieved the aim of providing a high-quality inclusive model of education for refugee children and an application of Fraser’s tripartite lenses elucidate what the barriers are to extending this beyond the pilot phase.

DOI: 10.4324/9780429263811-9

ISBN: 9780429263811