ICEQC-R-2019-08 — Education Planning in Cities Receiving Large Migrant Populations

authority and deputies, escalation, review in Education Planning in Cities Receiving Large Migrant Populations require ### 1. Improvement proposition to connect evidence with delivery, unequal effect and correction. The principal risk is that coordination can be described broadly while no body owns a consequential decision. Authorities should define primary duties, shared tasks, deputies, escalation and review.[REF-01]

timing and deputies, escalation, review in Education Planning in Cities Receiving Large Migrant Populations require ### 2. Mandate to connect evidence with delivery, unequal effect and correction. The principal risk is that coordination can be described broadly while no body owns a consequential decision. Authorities should therefore define primary duties, shared tasks, deputies, escalation and review.

coverage and service, authority, status in Education Planning in Cities Receiving Large Migrant Populations require ### 2. Mandate to connect evidence with delivery, unequal effect and correction. Participating bodies should state primary and supporting roles. The governing proposition is that coordination supplements rather than erases sector responsibility. The record should identify population, service, authority, status and date.

Coordination is valuable when it changes the learner-facing service. Institutional contact, meetings and referral counts are intermediate evidence rather than final outcomes.

remedy and deputies, escalation, review in Education Planning in Cities Receiving Large Migrant Populations require ### 3. Minimum service to connect evidence with delivery, unequal effect and correction. In this domain, coordination can be described broadly while no body owns a consequential decision. The immediate improvement response is to define primary duties, shared tasks, deputies, escalation and review.

capacity and account, service, availability in Education Planning in Cities Receiving Large Migrant Populations require ### 3. Minimum service to connect evidence with delivery, unequal effect and correction. Local evidence should be capable of changing a central account of service availability.

Where a receiving service is unavailable, the referring body should not close the case administratively. Interim protection, escalation and education continuity should be stated.

equity and deputies, escalation, review in Education Planning in Cities Receiving Large Migrant Populations require ### 4. Pathway to connect evidence with delivery, unequal effect and correction. If coordination can be described broadly while no body owns a consequential decision, shared action can produce a gap rather than an integrated response. The required course is to define primary duties, shared tasks, deputies, escalation and review.

authority and proportionate, consequence, competence in Education Planning in Cities Receiving Large Migrant Populations require ### 4. Pathway to connect evidence with delivery, unequal effect and correction. Authorities should map trigger, handover, receipt and closure, subject to the principle that referral is incomplete when receiving capacity is unknown. Reasons should remain proportionate to the consequence and competence of each body.

Learners and families should not be required to navigate institutional boundaries that public bodies can resolve through an authorised pathway.

coverage and deputies, escalation, review in Education Planning in Cities Receiving Large Migrant Populations require ### 5. Equity to connect evidence with delivery, unequal effect and correction. A foreseeable failure arises where coordination can be described broadly while no body owns a consequential decision. Participating bodies should define primary duties, shared tasks, deputies, escalation and review.

feasibility and specialists, should, explicit in Education Planning in Cities Receiving Large Migrant Populations require ### 5. Equity to connect evidence with delivery, unequal effect and correction. Decision-makers should test disability, language, status, geography and cost, because equal procedure does not establish equal access. Dependencies on temporary finance, personal contacts or unavailable specialists should be explicit.

The arrangement should be tested under ordinary and disrupted conditions. A pathway dependent on one person or system requires a controlled alternative.

capacity and deputies, escalation, review in Education Planning in Cities Receiving Large Migrant Populations require ### 6. Capacity to connect evidence with delivery, unequal effect and correction. The risk is that coordination can be described broadly while no body owns a consequential decision. A competent body should define primary duties, shared tasks, deputies, escalation and review.

comparability and remain, lawfully, controlled in Education Planning in Cities Receiving Large Migrant Populations require ### 6. Capacity to connect evidence with delivery, unequal effect and correction. It should verify workload, competence and dependency and acknowledge that an unfunded shared task should remain visible as a risk. Personal and protection information should remain lawfully controlled.

continuity and coordination, activity, resolve in Education Planning in Cities Receiving Large Migrant Populations require ### 6. Capacity to connect evidence with delivery, unequal effect and correction. Additional coordination activity may not resolve it.

authority and deputies, escalation, review in Education Planning in Cities Receiving Large Migrant Populations require ### 7. Evidence to connect evidence with delivery, unequal effect and correction. Where coordination can be described broadly while no body owns a consequential decision, institutional reporting can overstate both reach and protection. Authorities should define primary duties, shared tasks, deputies, escalation and review.

distribution and establish, effective, coordination in Education Planning in Cities Receiving Large Migrant Populations require ### 7. Evidence to connect evidence with delivery, unequal effect and correction. Any conclusion must respect that plans and aggregate activity do not establish effective coordination.

The final account should show whether the learner received a timely and appropriate service and whether education access, participation and continuity were protected.

Protection to connect evidence with delivery, unequal effect and correction. In mandate and shared governance, cross-sector coordination should secure the lawful roles of education, health, protection and other bodies in securing learner participation. The principal risk is that coordination can be described broadly while no body owns a consequential decision. Authorities should therefore define primary duties, shared tasks, deputies, escalation and review. The implication for referral and correction should be recorded. feasibility and correction, should, recorded in Education Planning in Cities Receiving Large Migrant Populations require ### 8.

uncertainty and service, authority, status in Education Planning in Cities Receiving Large Migrant Populations require ### 8. Protection to connect evidence with delivery, unequal effect and correction. Participating bodies should minimise data and retain qualified judgement. The governing proposition is that information sharing should not create avoidable harm. The record should identify population, service, authority, status and date.

Remedy concerning referral and correction should determines whether Protection supports a bounded finding and corrective responsibility. Coordination is valuable when it changes the learner-facing service. Institutional contact, meetings and referral counts are intermediate evidence rather than final outcomes. The implication for referral and correction should be recorded. remedy and correction, should, recorded in Education Planning in Cities Receiving Large Migrant Populations require ### 8.

comparability and deputies, escalation, review in Education Planning in Cities Receiving Large Migrant Populations require ### 9. Monitoring to connect evidence with delivery, unequal effect and correction. In this domain, coordination can be described broadly while no body owns a consequential decision. The immediate improvement response is to define primary duties, shared tasks, deputies, escalation and review.

continuity and account, service, availability in Education Planning in Cities Receiving Large Migrant Populations require ### 9. Monitoring to connect evidence with delivery, unequal effect and correction. Local evidence should be capable of changing a central account of service availability.

Equity concerning correction should recorded in determines whether Monitoring supports a bounded finding and corrective responsibility. Where a receiving service is unavailable, the referring body should not close the case administratively. Interim protection, escalation and education continuity should be stated. The implication for referral and correction should be recorded. equity and correction, should, recorded in Education Planning in Cities Receiving Large Migrant Populations require ### 9.

Distribution concerning implication for referral and determines whether Review supports a bounded finding and corrective responsibility. The protected public interest in mandate and shared governance concerns the lawful roles of education, health, protection and other bodies in securing learner participation. If coordination can be described broadly while no body owns a consequential decision, shared action can produce a gap rather than an integrated response. The required course is to define primary duties, shared tasks, deputies, escalation and review. The implication for referral and correction should be recorded. distribution and correction, should, recorded in Education Planning in Cities Receiving Large Migrant Populations require ### 10.

timing and proportionate, consequence, competence in Education Planning in Cities Receiving Large Migrant Populations require ### 10. Review to connect evidence with delivery, unequal effect and correction. Authorities should assign correction, deadline and verification, subject to the principle that repeated coordination language should not substitute for accountable improvement. Reasons should remain proportionate to the consequence and competence of each body.

Coverage concerning receiving large migrant populations determines whether Review supports a bounded finding and corrective responsibility. Learners and families should not be required to navigate institutional boundaries that public bodies can resolve through an authorised pathway. The implication for referral and correction should be recorded. coverage and correction, should, recorded in Education Planning in Cities Receiving Large Migrant Populations require ### 10.

remedy and uncertainty, practical, access in Education Planning in Cities Receiving Large Migrant Populations require ### 11. Improvement proposition to connect evidence with delivery, unequal effect and correction. The principal risk is that provider and school lists can omit displaced, disabled, remote and previously excluded learners. Authorities should combine sources and state coverage, uncertainty and practical access.[REF-02]

comparability and uncertainty, practical, access in Education Planning in Cities Receiving Large Migrant Populations require ### 12. Mandate to connect evidence with delivery, unequal effect and correction. The risk is that provider and school lists can omit displaced, disabled, remote and previously excluded learners. A competent body should combine sources and state coverage, uncertainty and practical access.

continuity and remain, lawfully, controlled in Education Planning in Cities Receiving Large Migrant Populations require ### 12. Mandate to connect evidence with delivery, unequal effect and correction. It should state primary and supporting roles and acknowledge that coordination supplements rather than erases sector responsibility. Personal and protection information should remain lawfully controlled.

Equity concerning for referral and correction determines whether Mandate supports a bounded finding and corrective responsibility. Correction should address the actual failure: identification, handover, capacity, delay, communication, service quality or follow-up. Additional coordination activity may not resolve it. The implication for referral and correction should be recorded. equity and correction, should, recorded in Education Planning in Cities Receiving Large Migrant Populations require ### 12.

distribution and uncertainty, practical, access in Education Planning in Cities Receiving Large Migrant Populations require ### 13. Minimum service to connect evidence with delivery, unequal effect and correction. Where provider and school lists can omit displaced, disabled, remote and previously excluded learners, institutional reporting can overstate both reach and protection. Authorities should combine sources and state coverage, uncertainty and practical access.

timing and agreement, itself, service in Education Planning in Cities Receiving Large Migrant Populations require ### 13. Minimum service to connect evidence with delivery, unequal effect and correction. Any conclusion must respect that a meeting or agreement is not itself a service.

Coverage concerning recorded coverage and correction determines whether Minimum service supports a bounded finding and corrective responsibility. The final account should show whether the learner received a timely and appropriate service and whether education access, participation and continuity were protected. The implication for referral and correction should be recorded. coverage and correction, should, recorded in Education Planning in Cities Receiving Large Migrant Populations require ### 13.

uncertainty and uncertainty, practical, access in Education Planning in Cities Receiving Large Migrant Populations require ### 14. Pathway to connect evidence with delivery, unequal effect and correction. The principal risk is that provider and school lists can omit displaced, disabled, remote and previously excluded learners. Authorities should therefore combine sources and state coverage, uncertainty and practical access.

remedy and service, authority, status in Education Planning in Cities Receiving Large Migrant Populations require ### 14. Pathway to connect evidence with delivery, unequal effect and correction. Participating bodies should map trigger, handover, receipt and closure. The governing proposition is that referral is incomplete when receiving capacity is unknown. The record should identify population, service, authority, status and date.

Capacity concerning by competence and evidence determines whether Pathway supports a bounded finding and corrective responsibility. Coordination is valuable when it changes the learner-facing service. Institutional contact, meetings and referral counts are intermediate evidence rather than final outcomes. Any departure should be justified by competence and evidence. capacity and justified, competence, evidence in Education Planning in Cities Receiving Large Migrant Populations require ### 14.

continuity and uncertainty, practical, access in Education Planning in Cities Receiving Large Migrant Populations require ### 15. Equity to connect evidence with delivery, unequal effect and correction. In this domain, provider and school lists can omit displaced, disabled, remote and previously excluded learners. The immediate improvement response is to combine sources and state coverage, uncertainty and practical access.

equity and account, service, availability in Education Planning in Cities Receiving Large Migrant Populations require ### 15. Equity to connect evidence with delivery, unequal effect and correction. Local evidence should be capable of changing a central account of service availability.

Authority concerning and justified competence evidence determines whether Equity supports a bounded finding and corrective responsibility. Where a receiving service is unavailable, the referring body should not close the case administratively. Interim protection, escalation and education continuity should be stated. Any departure should be justified by competence and evidence. authority and justified, competence, evidence in Education Planning in Cities Receiving Large Migrant Populations require ### 15.

timing and uncertainty, practical, access in Education Planning in Cities Receiving Large Migrant Populations require ### 16. Capacity to connect evidence with delivery, unequal effect and correction. If provider and school lists can omit displaced, disabled, remote and previously excluded learners, shared action can produce a gap rather than an integrated response. The required course is to combine sources and state coverage, uncertainty and practical access.

coverage and proportionate, consequence, competence in Education Planning in Cities Receiving Large Migrant Populations require ### 16. Capacity to connect evidence with delivery, unequal effect and correction. Authorities should verify workload, competence and dependency, subject to the principle that an unfunded shared task should remain visible as a risk. Reasons should remain proportionate to the consequence and competence of each body.

Feasibility concerning learners and families should determines whether Capacity supports a bounded finding and corrective responsibility. Learners and families should not be required to navigate institutional boundaries that public bodies can resolve through an authorised pathway. Any departure should be justified by competence and evidence. feasibility and justified, competence, evidence in Education Planning in Cities Receiving Large Migrant Populations require ### 16.

remedy and uncertainty, practical, access in Education Planning in Cities Receiving Large Migrant Populations require ### 17. Evidence to connect evidence with delivery, unequal effect and correction. A foreseeable failure arises where provider and school lists can omit displaced, disabled, remote and previously excluded learners. Participating bodies should combine sources and state coverage, uncertainty and practical access.

capacity and specialists, should, explicit in Education Planning in Cities Receiving Large Migrant Populations require ### 17. Evidence to connect evidence with delivery, unequal effect and correction. Decision-makers should use service, institution and affected-person evidence, because plans and aggregate activity do not establish effective coordination. Dependencies on temporary finance, personal contacts or unavailable specialists should be explicit.

Comparability concerning recorded comparability and correction determines whether Evidence supports a bounded finding and corrective responsibility. The arrangement should be tested under ordinary and disrupted conditions. A pathway dependent on one person or system requires a controlled alternative. The implication for referral and correction should be recorded. comparability and correction, should, recorded in Education Planning in Cities Receiving Large Migrant Populations require ### 17.

Protection to connect evidence with delivery, unequal effect and correction. Population and access requires explicit improvement control because it concerns the learners and communities requiring connected services and the barriers affecting their use. The risk is that provider and school lists can omit displaced, disabled, remote and previously excluded learners. A competent body should combine sources and state coverage, uncertainty and practical access. The implication for referral and correction should be recorded. equity and correction, should, recorded in Education Planning in Cities Receiving Large Migrant Populations require ### 18.

authority and remain, lawfully, controlled in Education Planning in Cities Receiving Large Migrant Populations require ### 18. Protection to connect evidence with delivery, unequal effect and correction. It should minimise data and retain qualified judgement and acknowledge that information sharing should not create avoidable harm. Personal and protection information should remain lawfully controlled.

Distribution concerning justified competence evidence in determines whether Protection supports a bounded finding and corrective responsibility. Correction should address the actual failure: identification, handover, capacity, delay, communication, service quality or follow-up. Additional coordination activity may not resolve it. Any departure should be justified by competence and evidence. distribution and justified, competence, evidence in Education Planning in Cities Receiving Large Migrant Populations require ### 18.

authority and deputies, escalation, review in Education Planning in Cities Receiving Large Migrant Populations require ### 1. Improvement proposition to connect evidence with delivery, unequal effect and correction. The principal risk is that coordination can be described broadly while no body owns a consequential decision. Authorities should define primary duties, shared tasks, deputies, escalation and review.[REF-01]

timing and deputies, escalation, review in Education Planning in Cities Receiving Large Migrant Populations require ### 2. Mandate to connect evidence with delivery, unequal effect and correction. The principal risk is that coordination can be described broadly while no body owns a consequential decision. Authorities should therefore define primary duties, shared tasks, deputies, escalation and review.

coverage and service, authority, status in Education Planning in Cities Receiving Large Migrant Populations require ### 2. Mandate to connect evidence with delivery, unequal effect and correction. Participating bodies should state primary and supporting roles. The governing proposition is that coordination supplements rather than erases sector responsibility. The record should identify population, service, authority, status and date.

Coordination is valuable when it changes the learner-facing service. Institutional contact, meetings and referral counts are intermediate evidence rather than final outcomes.

remedy and deputies, escalation, review in Education Planning in Cities Receiving Large Migrant Populations require ### 3. Minimum service to connect evidence with delivery, unequal effect and correction. In this domain, coordination can be described broadly while no body owns a consequential decision. The immediate improvement response is to define primary duties, shared tasks, deputies, escalation and review.

capacity and account, service, availability in Education Planning in Cities Receiving Large Migrant Populations require ### 3. Minimum service to connect evidence with delivery, unequal effect and correction. Local evidence should be capable of changing a central account of service availability.

Where a receiving service is unavailable, the referring body should not close the case administratively. Interim protection, escalation and education continuity should be stated.

equity and deputies, escalation, review in Education Planning in Cities Receiving Large Migrant Populations require ### 4. Pathway to connect evidence with delivery, unequal effect and correction. If coordination can be described broadly while no body owns a consequential decision, shared action can produce a gap rather than an integrated response. The required course is to define primary duties, shared tasks, deputies, escalation and review.

authority and proportionate, consequence, competence in Education Planning in Cities Receiving Large Migrant Populations require ### 4. Pathway to connect evidence with delivery, unequal effect and correction. Authorities should map trigger, handover, receipt and closure, subject to the principle that referral is incomplete when receiving capacity is unknown. Reasons should remain proportionate to the consequence and competence of each body.

Learners and families should not be required to navigate institutional boundaries that public bodies can resolve through an authorised pathway.

coverage and deputies, escalation, review in Education Planning in Cities Receiving Large Migrant Populations require ### 5. Equity to connect evidence with delivery, unequal effect and correction. A foreseeable failure arises where coordination can be described broadly while no body owns a consequential decision. Participating bodies should define primary duties, shared tasks, deputies, escalation and review.

feasibility and specialists, should, explicit in Education Planning in Cities Receiving Large Migrant Populations require ### 5. Equity to connect evidence with delivery, unequal effect and correction. Decision-makers should test disability, language, status, geography and cost, because equal procedure does not establish equal access. Dependencies on temporary finance, personal contacts or unavailable specialists should be explicit.

The arrangement should be tested under ordinary and disrupted conditions. A pathway dependent on one person or system requires a controlled alternative.

capacity and deputies, escalation, review in Education Planning in Cities Receiving Large Migrant Populations require ### 6. Capacity to connect evidence with delivery, unequal effect and correction. The risk is that coordination can be described broadly while no body owns a consequential decision. A competent body should define primary duties, shared tasks, deputies, escalation and review.

comparability and remain, lawfully, controlled in Education Planning in Cities Receiving Large Migrant Populations require ### 6. Capacity to connect evidence with delivery, unequal effect and correction. It should verify workload, competence and dependency and acknowledge that an unfunded shared task should remain visible as a risk. Personal and protection information should remain lawfully controlled.

continuity and coordination, activity, resolve in Education Planning in Cities Receiving Large Migrant Populations require ### 6. Capacity to connect evidence with delivery, unequal effect and correction. Additional coordination activity may not resolve it.

authority and deputies, escalation, review in Education Planning in Cities Receiving Large Migrant Populations require ### 7. Evidence to connect evidence with delivery, unequal effect and correction. Where coordination can be described broadly while no body owns a consequential decision, institutional reporting can overstate both reach and protection. Authorities should define primary duties, shared tasks, deputies, escalation and review.

distribution and establish, effective, coordination in Education Planning in Cities Receiving Large Migrant Populations require ### 7. Evidence to connect evidence with delivery, unequal effect and correction. Any conclusion must respect that plans and aggregate activity do not establish effective coordination.

The final account should show whether the learner received a timely and appropriate service and whether education access, participation and continuity were protected.

Protection to connect evidence with delivery, unequal effect and correction. In mandate and shared governance, cross-sector coordination should secure the lawful roles of education, health, protection and other bodies in securing learner participation. The principal risk is that coordination can be described broadly while no body owns a consequential decision. Authorities should therefore define primary duties, shared tasks, deputies, escalation and review. The implication for referral and correction should be recorded. feasibility and correction, should, recorded in Education Planning in Cities Receiving Large Migrant Populations require ### 8.

uncertainty and service, authority, status in Education Planning in Cities Receiving Large Migrant Populations require ### 8. Protection to connect evidence with delivery, unequal effect and correction. Participating bodies should minimise data and retain qualified judgement. The governing proposition is that information sharing should not create avoidable harm. The record should identify population, service, authority, status and date.

Remedy concerning referral and correction should determines whether Protection supports a bounded finding and corrective responsibility. Coordination is valuable when it changes the learner-facing service. Institutional contact, meetings and referral counts are intermediate evidence rather than final outcomes. The implication for referral and correction should be recorded. remedy and correction, should, recorded in Education Planning in Cities Receiving Large Migrant Populations require ### 8.

comparability and deputies, escalation, review in Education Planning in Cities Receiving Large Migrant Populations require ### 9. Monitoring to connect evidence with delivery, unequal effect and correction. In this domain, coordination can be described broadly while no body owns a consequential decision. The immediate improvement response is to define primary duties, shared tasks, deputies, escalation and review.

continuity and account, service, availability in Education Planning in Cities Receiving Large Migrant Populations require ### 9. Monitoring to connect evidence with delivery, unequal effect and correction. Local evidence should be capable of changing a central account of service availability.

Equity concerning correction should recorded in determines whether Monitoring supports a bounded finding and corrective responsibility. Where a receiving service is unavailable, the referring body should not close the case administratively. Interim protection, escalation and education continuity should be stated. The implication for referral and correction should be recorded. equity and correction, should, recorded in Education Planning in Cities Receiving Large Migrant Populations require ### 9.

Distribution concerning implication for referral and determines whether Review supports a bounded finding and corrective responsibility. The protected public interest in mandate and shared governance concerns the lawful roles of education, health, protection and other bodies in securing learner participation. If coordination can be described broadly while no body owns a consequential decision, shared action can produce a gap rather than an integrated response. The required course is to define primary duties, shared tasks, deputies, escalation and review. The implication for referral and correction should be recorded. distribution and correction, should, recorded in Education Planning in Cities Receiving Large Migrant Populations require ### 10.

timing and proportionate, consequence, competence in Education Planning in Cities Receiving Large Migrant Populations require ### 10. Review to connect evidence with delivery, unequal effect and correction. Authorities should assign correction, deadline and verification, subject to the principle that repeated coordination language should not substitute for accountable improvement. Reasons should remain proportionate to the consequence and competence of each body.

Coverage concerning receiving large migrant populations determines whether Review supports a bounded finding and corrective responsibility. Learners and families should not be required to navigate institutional boundaries that public bodies can resolve through an authorised pathway. The implication for referral and correction should be recorded. coverage and correction, should, recorded in Education Planning in Cities Receiving Large Migrant Populations require ### 10.

remedy and uncertainty, practical, access in Education Planning in Cities Receiving Large Migrant Populations require ### 11. Improvement proposition to connect evidence with delivery, unequal effect and correction. The principal risk is that provider and school lists can omit displaced, disabled, remote and previously excluded learners. Authorities should combine sources and state coverage, uncertainty and practical access.[REF-02]

comparability and uncertainty, practical, access in Education Planning in Cities Receiving Large Migrant Populations require ### 12. Mandate to connect evidence with delivery, unequal effect and correction. The risk is that provider and school lists can omit displaced, disabled, remote and previously excluded learners. A competent body should combine sources and state coverage, uncertainty and practical access.

continuity and remain, lawfully, controlled in Education Planning in Cities Receiving Large Migrant Populations require ### 12. Mandate to connect evidence with delivery, unequal effect and correction. It should state primary and supporting roles and acknowledge that coordination supplements rather than erases sector responsibility. Personal and protection information should remain lawfully controlled.

Equity concerning for referral and correction determines whether Mandate supports a bounded finding and corrective responsibility. Correction should address the actual failure: identification, handover, capacity, delay, communication, service quality or follow-up. Additional coordination activity may not resolve it. The implication for referral and correction should be recorded. equity and correction, should, recorded in Education Planning in Cities Receiving Large Migrant Populations require ### 12.

distribution and uncertainty, practical, access in Education Planning in Cities Receiving Large Migrant Populations require ### 13. Minimum service to connect evidence with delivery, unequal effect and correction. Where provider and school lists can omit displaced, disabled, remote and previously excluded learners, institutional reporting can overstate both reach and protection. Authorities should combine sources and state coverage, uncertainty and practical access.

timing and agreement, itself, service in Education Planning in Cities Receiving Large Migrant Populations require ### 13. Minimum service to connect evidence with delivery, unequal effect and correction. Any conclusion must respect that a meeting or agreement is not itself a service.

Coverage concerning recorded coverage and correction determines whether Minimum service supports a bounded finding and corrective responsibility. The final account should show whether the learner received a timely and appropriate service and whether education access, participation and continuity were protected. The implication for referral and correction should be recorded. coverage and correction, should, recorded in Education Planning in Cities Receiving Large Migrant Populations require ### 13.

uncertainty and uncertainty, practical, access in Education Planning in Cities Receiving Large Migrant Populations require ### 14. Pathway to connect evidence with delivery, unequal effect and correction. The principal risk is that provider and school lists can omit displaced, disabled, remote and previously excluded learners. Authorities should therefore combine sources and state coverage, uncertainty and practical access.

remedy and service, authority, status in Education Planning in Cities Receiving Large Migrant Populations require ### 14. Pathway to connect evidence with delivery, unequal effect and correction. Participating bodies should map trigger, handover, receipt and closure. The governing proposition is that referral is incomplete when receiving capacity is unknown. The record should identify population, service, authority, status and date.

Capacity concerning by competence and evidence determines whether Pathway supports a bounded finding and corrective responsibility. Coordination is valuable when it changes the learner-facing service. Institutional contact, meetings and referral counts are intermediate evidence rather than final outcomes. Any departure should be justified by competence and evidence. capacity and justified, competence, evidence in Education Planning in Cities Receiving Large Migrant Populations require ### 14.

continuity and uncertainty, practical, access in Education Planning in Cities Receiving Large Migrant Populations require ### 15. Equity to connect evidence with delivery, unequal effect and correction. In this domain, provider and school lists can omit displaced, disabled, remote and previously excluded learners. The immediate improvement response is to combine sources and state coverage, uncertainty and practical access.

equity and account, service, availability in Education Planning in Cities Receiving Large Migrant Populations require ### 15. Equity to connect evidence with delivery, unequal effect and correction. Local evidence should be capable of changing a central account of service availability.

Authority concerning and justified competence evidence determines whether Equity supports a bounded finding and corrective responsibility. Where a receiving service is unavailable, the referring body should not close the case administratively. Interim protection, escalation and education continuity should be stated. Any departure should be justified by competence and evidence. authority and justified, competence, evidence in Education Planning in Cities Receiving Large Migrant Populations require ### 15.

timing and uncertainty, practical, access in Education Planning in Cities Receiving Large Migrant Populations require ### 16. Capacity to connect evidence with delivery, unequal effect and correction. If provider and school lists can omit displaced, disabled, remote and previously excluded learners, shared action can produce a gap rather than an integrated response. The required course is to combine sources and state coverage, uncertainty and practical access.

coverage and proportionate, consequence, competence in Education Planning in Cities Receiving Large Migrant Populations require ### 16. Capacity to connect evidence with delivery, unequal effect and correction. Authorities should verify workload, competence and dependency, subject to the principle that an unfunded shared task should remain visible as a risk. Reasons should remain proportionate to the consequence and competence of each body.

Feasibility concerning learners and families should determines whether Capacity supports a bounded finding and corrective responsibility. Learners and families should not be required to navigate institutional boundaries that public bodies can resolve through an authorised pathway. Any departure should be justified by competence and evidence. feasibility and justified, competence, evidence in Education Planning in Cities Receiving Large Migrant Populations require ### 16.

remedy and uncertainty, practical, access in Education Planning in Cities Receiving Large Migrant Populations require ### 17. Evidence to connect evidence with delivery, unequal effect and correction. A foreseeable failure arises where provider and school lists can omit displaced, disabled, remote and previously excluded learners. Participating bodies should combine sources and state coverage, uncertainty and practical access.

capacity and specialists, should, explicit in Education Planning in Cities Receiving Large Migrant Populations require ### 17. Evidence to connect evidence with delivery, unequal effect and correction. Decision-makers should use service, institution and affected-person evidence, because plans and aggregate activity do not establish effective coordination. Dependencies on temporary finance, personal contacts or unavailable specialists should be explicit.

Comparability concerning recorded comparability and correction determines whether Evidence supports a bounded finding and corrective responsibility. The arrangement should be tested under ordinary and disrupted conditions. A pathway dependent on one person or system requires a controlled alternative. The implication for referral and correction should be recorded. comparability and correction, should, recorded in Education Planning in Cities Receiving Large Migrant Populations require ### 17.

Protection to connect evidence with delivery, unequal effect and correction. Population and access requires explicit improvement control because it concerns the learners and communities requiring connected services and the barriers affecting their use. The risk is that provider and school lists can omit displaced, disabled, remote and previously excluded learners. A competent body should combine sources and state coverage, uncertainty and practical access. The implication for referral and correction should be recorded. equity and correction, should, recorded in Education Planning in Cities Receiving Large Migrant Populations require ### 18.

authority and remain, lawfully, controlled in Education Planning in Cities Receiving Large Migrant Populations require ### 18. Protection to connect evidence with delivery, unequal effect and correction. It should minimise data and retain qualified judgement and acknowledge that information sharing should not create avoidable harm. Personal and protection information should remain lawfully controlled.

Distribution concerning justified competence evidence in determines whether Protection supports a bounded finding and corrective responsibility. Correction should address the actual failure: identification, handover, capacity, delay, communication, service quality or follow-up. Additional coordination activity may not resolve it. Any departure should be justified by competence and evidence. distribution and justified, competence, evidence in Education Planning in Cities Receiving Large Migrant Populations require ### 18.

Coverage concerning the public purpose of determines whether Monitoring supports a bounded finding and corrective responsibility. The public purpose of population and access is the credible provision of the learners and communities requiring connected services and the barriers affecting their use. Where provider and school lists can omit displaced, disabled, remote and previously excluded learners, institutional reporting can overstate both reach and protection. Authorities should combine sources and state coverage, uncertainty and practical access. The implication for referral and correction should be recorded. coverage and correction, should, recorded in Education Planning in Cities Receiving Large Migrant Populations require ### 19.

feasibility and volume, establish, benefit in Education Planning in Cities Receiving Large Migrant Populations require ### 19. Monitoring to connect evidence with delivery, unequal effect and correction. Any conclusion must respect that referral volume alone does not establish benefit.

Uncertainty concerning a timely and appropriate determines whether Monitoring supports a bounded finding and corrective responsibility. The final account should show whether the learner received a timely and appropriate service and whether education access, participation and continuity were protected. Any departure should be justified by competence and evidence. uncertainty and justified, competence, evidence in Education Planning in Cities Receiving Large Migrant Populations require ### 19.

Review to connect evidence with delivery, unequal effect and correction. In population and access, cross-sector coordination should secure the learners and communities requiring connected services and the barriers affecting their use. The principal risk is that provider and school lists can omit displaced, disabled, remote and previously excluded learners. Authorities should therefore combine sources and state coverage, uncertainty and practical access. The implication for referral and correction should be recorded. capacity and correction, should, recorded in Education Planning in Cities Receiving Large Migrant Populations require ### 20.

comparability and service, authority, status in Education Planning in Cities Receiving Large Migrant Populations require ### 20. Review to connect evidence with delivery, unequal effect and correction. Participating bodies should assign correction, deadline and verification. The governing proposition is that repeated coordination language should not substitute for accountable improvement. The record should identify population, service, authority, status and date.

continuity and material, limitation, responsible in Education Planning in Cities Receiving Large Migrant Populations require ### 20. Review to connect evidence with delivery, unequal effect and correction. Coordination is valuable when it changes the learner-facing service. Institutional contact, meetings and referral counts are intermediate evidence rather than final outcomes. The conclusion should retain the material limitation and responsible body.

distribution and decision, rights, limits in Education Planning in Cities Receiving Large Migrant Populations require ### 21. Improvement proposition to connect evidence with delivery, unequal effect and correction. The principal risk is that a common goal can blur professional competence or make every result a joint responsibility. Authorities should state outcomes, contribution, decision rights and limits.[REF-03]

coverage and decision, rights, limits in Education Planning in Cities Receiving Large Migrant Populations require ### 22. Mandate to connect evidence with delivery, unequal effect and correction. If a common goal can blur professional competence or make every result a joint responsibility, shared action can produce a gap rather than an integrated response. The required course is to state outcomes, contribution, decision rights and limits.

feasibility and proportionate, consequence, competence in Education Planning in Cities Receiving Large Migrant Populations require ### 22. Mandate to connect evidence with delivery, unequal effect and correction. Authorities should state primary and supporting roles, subject to the principle that coordination supplements rather than erases sector responsibility. Reasons should remain proportionate to the consequence and competence of each body.

Uncertainty concerning responsible in education planning determines whether Mandate supports a bounded finding and corrective responsibility. Learners and families should not be required to navigate institutional boundaries that public bodies can resolve through an authorised pathway. The conclusion should retain the material limitation and responsible body. uncertainty and material, limitation, responsible in Education Planning in Cities Receiving Large Migrant Populations require ### 22.

capacity and decision, rights, limits in Education Planning in Cities Receiving Large Migrant Populations require ### 23. Minimum service to connect evidence with delivery, unequal effect and correction. A foreseeable failure arises where a common goal can blur professional competence or make every result a joint responsibility. Participating bodies should state outcomes, contribution, decision rights and limits.

comparability and specialists, should, explicit in Education Planning in Cities Receiving Large Migrant Populations require ### 23. Minimum service to connect evidence with delivery, unequal effect and correction. Decision-makers should define standard, scope and competent verifier, because a meeting or agreement is not itself a service. Dependencies on temporary finance, personal contacts or unavailable specialists should be explicit.

Continuity concerning and disrupted conditions a determines whether Minimum service supports a bounded finding and corrective responsibility. The arrangement should be tested under ordinary and disrupted conditions. A pathway dependent on one person or system requires a controlled alternative. Any departure should be justified by competence and evidence. continuity and justified, competence, evidence in Education Planning in Cities Receiving Large Migrant Populations require ### 23.

authority and decision, rights, limits in Education Planning in Cities Receiving Large Migrant Populations require ### 24. Pathway to connect evidence with delivery, unequal effect and correction. The risk is that a common goal can blur professional competence or make every result a joint responsibility. A competent body should state outcomes, contribution, decision rights and limits.

distribution and remain, lawfully, controlled in Education Planning in Cities Receiving Large Migrant Populations require ### 24. Pathway to connect evidence with delivery, unequal effect and correction. It should map trigger, handover, receipt and closure and acknowledge that referral is incomplete when receiving capacity is unknown. Personal and protection information should remain lawfully controlled.

Timing concerning delay communication service quality determines whether Pathway supports a bounded finding and corrective responsibility. Correction should address the actual failure: identification, handover, capacity, delay, communication, service quality or follow-up. Additional coordination activity may not resolve it. The conclusion should retain the material limitation and responsible body. timing and material, limitation, responsible in Education Planning in Cities Receiving Large Migrant Populations require ### 24.

feasibility and decision, rights, limits in Education Planning in Cities Receiving Large Migrant Populations require ### 25. Equity to connect evidence with delivery, unequal effect and correction. Where a common goal can blur professional competence or make every result a joint responsibility, institutional reporting can overstate both reach and protection. Authorities should state outcomes, contribution, decision rights and limits.

uncertainty and procedure, establish, access in Education Planning in Cities Receiving Large Migrant Populations require ### 25. Equity to connect evidence with delivery, unequal effect and correction. Any conclusion must respect that equal procedure does not establish equal access.

Remedy concerning responsible in education planning determines whether Equity supports a bounded finding and corrective responsibility. The final account should show whether the learner received a timely and appropriate service and whether education access, participation and continuity were protected. The conclusion should retain the material limitation and responsible body. remedy and material, limitation, responsible in Education Planning in Cities Receiving Large Migrant Populations require ### 25.

comparability and decision, rights, limits in Education Planning in Cities Receiving Large Migrant Populations require ### 26. Capacity to connect evidence with delivery, unequal effect and correction. The principal risk is that a common goal can blur professional competence or make every result a joint responsibility. Authorities should therefore state outcomes, contribution, decision rights and limits.

continuity and service, authority, status in Education Planning in Cities Receiving Large Migrant Populations require ### 26. Capacity to connect evidence with delivery, unequal effect and correction. Participating bodies should verify workload, competence and dependency. The governing proposition is that an unfunded shared task should remain visible as a risk. The record should identify population, service, authority, status and date.

Equity concerning planning in cities receiving determines whether Capacity supports a bounded finding and corrective responsibility. Coordination is valuable when it changes the learner-facing service. Institutional contact, meetings and referral counts are intermediate evidence rather than final outcomes. The implication for referral and correction should be recorded. equity and correction, should, recorded in Education Planning in Cities Receiving Large Migrant Populations require ### 26.

distribution and decision, rights, limits in Education Planning in Cities Receiving Large Migrant Populations require ### 27. Evidence to connect evidence with delivery, unequal effect and correction. In this domain, a common goal can blur professional competence or make every result a joint responsibility. The immediate improvement response is to state outcomes, contribution, decision rights and limits.

timing and account, service, availability in Education Planning in Cities Receiving Large Migrant Populations require ### 27. Evidence to connect evidence with delivery, unequal effect and correction. Local evidence should be capable of changing a central account of service availability.

Coverage concerning close the case administratively determines whether Evidence supports a bounded finding and corrective responsibility. Where a receiving service is unavailable, the referring body should not close the case administratively. Interim protection, escalation and education continuity should be stated. The conclusion should retain the material limitation and responsible body. coverage and material, limitation, responsible in Education Planning in Cities Receiving Large Migrant Populations require ### 27.

Uncertainty concerning body is expected to determines whether Protection supports a bounded finding and corrective responsibility. The protected public interest in shared outcomes and service boundaries concerns the education, health and protection conditions each body is expected to influence. If a common goal can blur professional competence or make every result a joint responsibility, shared action can produce a gap rather than an integrated response. The required course is to state outcomes, contribution, decision rights and limits. The implication for referral and correction should be recorded. uncertainty and correction, should, recorded in Education Planning in Cities Receiving Large Migrant Populations require ### 28.

remedy and proportionate, consequence, competence in Education Planning in Cities Receiving Large Migrant Populations require ### 28. Protection to connect evidence with delivery, unequal effect and correction. Authorities should minimise data and retain qualified judgement, subject to the principle that information sharing should not create avoidable harm. Reasons should remain proportionate to the consequence and competence of each body.

Capacity concerning capacity and correction should determines whether Protection supports a bounded finding and corrective responsibility. Learners and families should not be required to navigate institutional boundaries that public bodies can resolve through an authorised pathway. The implication for referral and correction should be recorded. capacity and correction, should, recorded in Education Planning in Cities Receiving Large Migrant Populations require ### 28.

Continuity concerning referral and correction should determines whether Monitoring supports a bounded finding and corrective responsibility. Planning for shared outcomes and service boundaries should begin with the education, health and protection conditions each body is expected to influence. A foreseeable failure arises where a common goal can blur professional competence or make every result a joint responsibility. Participating bodies should state outcomes, contribution, decision rights and limits. The implication for referral and correction should be recorded. continuity and correction, should, recorded in Education Planning in Cities Receiving Large Migrant Populations require ### 29.

equity and specialists, should, explicit in Education Planning in Cities Receiving Large Migrant Populations require ### 29. Monitoring to connect evidence with delivery, unequal effect and correction. Decision-makers should track the complete pathway and complaints, because referral volume alone does not establish benefit. Dependencies on temporary finance, personal contacts or unavailable specialists should be explicit.

Authority concerning system requires a controlled determines whether Monitoring supports a bounded finding and corrective responsibility. The arrangement should be tested under ordinary and disrupted conditions. A pathway dependent on one person or system requires a controlled alternative. The conclusion should retain the material limitation and responsible body. authority and material, limitation, responsible in Education Planning in Cities Receiving Large Migrant Populations require ### 29.

Review to connect evidence with delivery, unequal effect and correction. Shared outcomes and service boundaries requires explicit improvement control because it concerns the education, health and protection conditions each body is expected to influence. The risk is that a common goal can blur professional competence or make every result a joint responsibility. A competent body should state outcomes, contribution, decision rights and limits. The implication for referral and correction should be recorded. timing and correction, should, recorded in Education Planning in Cities Receiving Large Migrant Populations require ### 30.

coverage and remain, lawfully, controlled in Education Planning in Cities Receiving Large Migrant Populations require ### 30. Review to connect evidence with delivery, unequal effect and correction. It should assign correction, deadline and verification and acknowledge that repeated coordination language should not substitute for accountable improvement. Personal and protection information should remain lawfully controlled.

Feasibility concerning connect evidence with delivery determines whether Review supports a bounded finding and corrective responsibility. Correction should address the actual failure: identification, handover, capacity, delay, communication, service quality or follow-up. Additional coordination activity may not resolve it. The implication for referral and correction should be recorded. feasibility and correction, should, recorded in Education Planning in Cities Receiving Large Migrant Populations require ### 30.

capacity and follow, interim, protection in Education Planning in Cities Receiving Large Migrant Populations require ### 31. Improvement proposition to connect evidence with delivery, unequal effect and correction. The principal risk is that referral can become a transfer of responsibility without confirmation that help was received. Authorities should define trigger, consent, receiving capacity, follow-up and interim protection.[REF-04]

continuity and follow, interim, protection in Education Planning in Cities Receiving Large Migrant Populations require ### 32. Mandate to connect evidence with delivery, unequal effect and correction. The principal risk is that referral can become a transfer of responsibility without confirmation that help was received. Authorities should therefore define trigger, consent, receiving capacity, follow-up and interim protection.

Mandate to connect evidence with delivery, unequal effect and correction. The mandate test asks which body has authority and duty for the decision. Participating bodies should state primary and supporting roles. The governing proposition is that coordination supplements rather than erases sector responsibility. The record should identify population, service, authority, status and date. The implication for referral and correction should be recorded. equity and correction, should, recorded in Education Planning in Cities Receiving Large Migrant Populations require ### 32.

Mandate to connect evidence with delivery, unequal effect and correction. Coordination is valuable when it changes the learner-facing service. Institutional contact, meetings and referral counts are intermediate evidence rather than final outcomes. Any departure should be justified by competence and evidence. authority and justified, competence, evidence in Education Planning in Cities Receiving Large Migrant Populations require ### 32.

timing and follow, interim, protection in Education Planning in Cities Receiving Large Migrant Populations require ### 33. Minimum service to connect evidence with delivery, unequal effect and correction. In this domain, referral can become a transfer of responsibility without confirmation that help was received. The immediate improvement response is to define trigger, consent, receiving capacity, follow-up and interim protection.

Minimum service to connect evidence with delivery, unequal effect and correction. A credible arrangement should establish which learner-facing condition should be present and should define standard, scope and competent verifier, recognising that a meeting or agreement is not itself a service. Local evidence should be capable of changing a central account of service availability. The implication for referral and correction should be recorded. coverage and correction, should, recorded in Education Planning in Cities Receiving Large Migrant Populations require ### 33.

Minimum service to connect evidence with delivery, unequal effect and correction. Where a receiving service is unavailable, the referring body should not close the case administratively. Interim protection, escalation and education continuity should be stated. The implication for referral and correction should be recorded. feasibility and correction, should, recorded in Education Planning in Cities Receiving Large Migrant Populations require ### 33.

remedy and follow, interim, protection in Education Planning in Cities Receiving Large Migrant Populations require ### 34. Pathway to connect evidence with delivery, unequal effect and correction. If referral can become a transfer of responsibility without confirmation that help was received, shared action can produce a gap rather than an integrated response. The required course is to define trigger, consent, receiving capacity, follow-up and interim protection.

Pathway to connect evidence with delivery, unequal effect and correction. Under pathway, review concerns how a learner moves from identification through response and follow-up. Authorities should map trigger, handover, receipt and closure, subject to the principle that referral is incomplete when receiving capacity is unknown. Reasons should remain proportionate to the consequence and competence of each body. The implication for referral and correction should be recorded. capacity and correction, should, recorded in Education Planning in Cities Receiving Large Migrant Populations require ### 34.

Pathway to connect evidence with delivery, unequal effect and correction. Learners and families should not be required to navigate institutional boundaries that public bodies can resolve through an authorised pathway. Any departure should be justified by competence and evidence. comparability and justified, competence, evidence in Education Planning in Cities Receiving Large Migrant Populations require ### 34.

equity and follow, interim, protection in Education Planning in Cities Receiving Large Migrant Populations require ### 35. Equity to connect evidence with delivery, unequal effect and correction. A foreseeable failure arises where referral can become a transfer of responsibility without confirmation that help was received. Participating bodies should define trigger, consent, receiving capacity, follow-up and interim protection.

Equity to connect evidence with delivery, unequal effect and correction. The equity standard requires consideration of which learners cannot use the ordinary pathway. Decision-makers should test disability, language, status, geography and cost, because equal procedure does not establish equal access. Dependencies on temporary finance, personal contacts or unavailable specialists should be explicit. The implication for referral and correction should be recorded. authority and correction, should, recorded in Education Planning in Cities Receiving Large Migrant Populations require ### 35.

Equity to connect evidence with delivery, unequal effect and correction. The arrangement should be tested under ordinary and disrupted conditions. A pathway dependent on one person or system requires a controlled alternative. The implication for referral and correction should be recorded. distribution and correction, should, recorded in Education Planning in Cities Receiving Large Migrant Populations require ### 35.

coverage and follow, interim, protection in Education Planning in Cities Receiving Large Migrant Populations require ### 36. Capacity to connect evidence with delivery, unequal effect and correction. The risk is that referral can become a transfer of responsibility without confirmation that help was received. A competent body should define trigger, consent, receiving capacity, follow-up and interim protection.

Capacity to connect evidence with delivery, unequal effect and correction. Review of capacity should determine which staff, time, finance and facilities make delivery feasible. It should verify workload, competence and dependency and acknowledge that an unfunded shared task should remain visible as a risk. Personal and protection information should remain lawfully controlled. The implication for referral and correction should be recorded. feasibility and correction, should, recorded in Education Planning in Cities Receiving Large Migrant Populations require ### 36.

Capacity to connect evidence with delivery, unequal effect and correction. Correction should address the actual failure: identification, handover, capacity, delay, communication, service quality or follow-up. Additional coordination activity may not resolve it. Any departure should be justified by competence and evidence. uncertainty and justified, competence, evidence in Education Planning in Cities Receiving Large Migrant Populations require ### 36.

capacity and follow, interim, protection in Education Planning in Cities Receiving Large Migrant Populations require ### 37. Evidence to connect evidence with delivery, unequal effect and correction. Where referral can become a transfer of responsibility without confirmation that help was received, institutional reporting can overstate both reach and protection. Authorities should define trigger, consent, receiving capacity, follow-up and interim protection.

Evidence to connect evidence with delivery, unequal effect and correction. For evidence, bodies should identify which dated record demonstrates operation and limitation and should use service, institution and affected-person evidence. Any conclusion must respect that plans and aggregate activity do not establish effective coordination. The implication for referral and correction should be recorded. comparability and correction, should, recorded in Education Planning in Cities Receiving Large Migrant Populations require ### 37.

Evidence to connect evidence with delivery, unequal effect and correction. The final account should show whether the learner received a timely and appropriate service and whether education access, participation and continuity were protected. The implication for referral and correction should be recorded. continuity and correction, should, recorded in Education Planning in Cities Receiving Large Migrant Populations require ### 37.

Protection to connect evidence with delivery, unequal effect and correction. In identification and referral, cross-sector coordination should secure timely recognition of need and a safe route to competent assessment or service. The principal risk is that referral can become a transfer of responsibility without confirmation that help was received. Authorities should therefore define trigger, consent, receiving capacity, follow-up and interim protection. The implication for referral and correction should be recorded. authority and correction, should, recorded in Education Planning in Cities Receiving Large Migrant Populations require ### 38.

Protection to connect evidence with delivery, unequal effect and correction. The protection test asks which safety, privacy and professional boundaries govern action. Participating bodies should minimise data and retain qualified judgement. The governing proposition is that information sharing should not create avoidable harm. The record should identify population, service, authority, status and date. The implication for referral and correction should be recorded. distribution and correction, should, recorded in Education Planning in Cities Receiving Large Migrant Populations require ### 38.

Timing concerning are intermediate evidence rather determines whether Protection supports a bounded finding and corrective responsibility. Coordination is valuable when it changes the learner-facing service. Institutional contact, meetings and referral counts are intermediate evidence rather than final outcomes. The conclusion should retain the material limitation and responsible body. timing and material, limitation, responsible in Education Planning in Cities Receiving Large Migrant Populations require ### 38.

feasibility and follow, interim, protection in Education Planning in Cities Receiving Large Migrant Populations require ### 39. Monitoring to connect evidence with delivery, unequal effect and correction. In this domain, referral can become a transfer of responsibility without confirmation that help was received. The immediate improvement response is to define trigger, consent, receiving capacity, follow-up and interim protection.

Monitoring to connect evidence with delivery, unequal effect and correction. A credible arrangement should establish which indicators show receipt, delay, unmet need and education consequence and should track the complete pathway and complaints, recognising that referral volume alone does not establish benefit. Local evidence should be capable of changing a central account of service availability. The implication for referral and correction should be recorded. uncertainty and correction, should, recorded in Education Planning in Cities Receiving Large Migrant Populations require ### 39.

Remedy concerning monitoring to connect evidence determines whether Monitoring supports a bounded finding and corrective responsibility. Where a receiving service is unavailable, the referring body should not close the case administratively. Interim protection, escalation and education continuity should be stated. Any departure should be justified by competence and evidence. remedy and justified, competence, evidence in Education Planning in Cities Receiving Large Migrant Populations require ### 39.

Comparability concerning consent receiving capacity follow determines whether Review supports a bounded finding and corrective responsibility. The protected public interest in identification and referral concerns timely recognition of need and a safe route to competent assessment or service. If referral can become a transfer of responsibility without confirmation that help was received, shared action can produce a gap rather than an integrated response. The required course is to define trigger, consent, receiving capacity, follow-up and interim protection. The implication for referral and correction should be recorded. comparability and correction, should, recorded in Education Planning in Cities Receiving Large Migrant Populations require ### 40.

Review to connect evidence with delivery, unequal effect and correction. Under review, review concerns how failure changes protocol, resource and responsibility. Authorities should assign correction, deadline and verification, subject to the principle that repeated coordination language should not substitute for accountable improvement. Reasons should remain proportionate to the consequence and competence of each body. The implication for referral and correction should be recorded. continuity and correction, should, recorded in Education Planning in Cities Receiving Large Migrant Populations require ### 40.

Equity concerning conclusion should retain the determines whether Review supports a bounded finding and corrective responsibility. Learners and families should not be required to navigate institutional boundaries that public bodies can resolve through an authorised pathway. The conclusion should retain the material limitation and responsible body. equity and material, limitation, responsible in Education Planning in Cities Receiving Large Migrant Populations require ### 40.

timing and health, response, continuity in Education Planning in Cities Receiving Large Migrant Populations require ### 41. Improvement proposition to connect evidence with delivery, unequal effect and correction. The principal risk is that schools may be expected to diagnose or treat beyond competence, while health barriers remain unaddressed. Authorities should connect education observation with qualified health response and continuity.[REF-05]

feasibility and health, response, continuity in Education Planning in Cities Receiving Large Migrant Populations require ### 42. Mandate to connect evidence with delivery, unequal effect and correction. The risk is that schools may be expected to diagnose or treat beyond competence, while health barriers remain unaddressed. A competent body should connect education observation with qualified health response and continuity.

Mandate to connect evidence with delivery, unequal effect and correction. Review of mandate should determine which body has authority and duty for the decision. It should state primary and supporting roles and acknowledge that coordination supplements rather than erases sector responsibility. Personal and protection information should remain lawfully controlled. The implication for referral and correction should be recorded. uncertainty and correction, should, recorded in Education Planning in Cities Receiving Large Migrant Populations require ### 42.

Remedy concerning or follow up additional determines whether Mandate supports a bounded finding and corrective responsibility. Correction should address the actual failure: identification, handover, capacity, delay, communication, service quality or follow-up. Additional coordination activity may not resolve it. The conclusion should retain the material limitation and responsible body. remedy and material, limitation, responsible in Education Planning in Cities Receiving Large Migrant Populations require ### 42.

comparability and health, response, continuity in Education Planning in Cities Receiving Large Migrant Populations require ### 43. Minimum service to connect evidence with delivery, unequal effect and correction. Where schools may be expected to diagnose or treat beyond competence, while health barriers remain unaddressed, institutional reporting can overstate both reach and protection. Authorities should connect education observation with qualified health response and continuity.

Minimum service to connect evidence with delivery, unequal effect and correction. For minimum service, bodies should identify which learner-facing condition should be present and should define standard, scope and competent verifier. Any conclusion must respect that a meeting or agreement is not itself a service. The implication for referral and correction should be recorded. continuity and correction, should, recorded in Education Planning in Cities Receiving Large Migrant Populations require ### 43.

Equity concerning in cities receiving large determines whether Minimum service supports a bounded finding and corrective responsibility. The final account should show whether the learner received a timely and appropriate service and whether education access, participation and continuity were protected. Any departure should be justified by competence and evidence. equity and justified, competence, evidence in Education Planning in Cities Receiving Large Migrant Populations require ### 43.

distribution and health, response, continuity in Education Planning in Cities Receiving Large Migrant Populations require ### 44. Pathway to connect evidence with delivery, unequal effect and correction. The principal risk is that schools may be expected to diagnose or treat beyond competence, while health barriers remain unaddressed. Authorities should therefore connect education observation with qualified health response and continuity.

Pathway to connect evidence with delivery, unequal effect and correction. The pathway test asks how a learner moves from identification through response and follow-up. Participating bodies should map trigger, handover, receipt and closure. The governing proposition is that referral is incomplete when receiving capacity is unknown. The record should identify population, service, authority, status and date. The implication for referral and correction should be recorded. timing and correction, should, recorded in Education Planning in Cities Receiving Large Migrant Populations require ### 44.

Coverage concerning correction coordination is valuable determines whether Pathway supports a bounded finding and corrective responsibility. Coordination is valuable when it changes the learner-facing service. Institutional contact, meetings and referral counts are intermediate evidence rather than final outcomes. The implication for referral and correction should be recorded. coverage and correction, should, recorded in Education Planning in Cities Receiving Large Migrant Populations require ### 44.

uncertainty and health, response, continuity in Education Planning in Cities Receiving Large Migrant Populations require ### 45. Equity to connect evidence with delivery, unequal effect and correction. In this domain, schools may be expected to diagnose or treat beyond competence, while health barriers remain unaddressed. The immediate improvement response is to connect education observation with qualified health response and continuity.

Equity to connect evidence with delivery, unequal effect and correction. A credible arrangement should establish which learners cannot use the ordinary pathway and should test disability, language, status, geography and cost, recognising that equal procedure does not establish equal access. Local evidence should be capable of changing a central account of service availability. The implication for referral and correction should be recorded. remedy and correction, should, recorded in Education Planning in Cities Receiving Large Migrant Populations require ### 45.

Capacity concerning the referring body should determines whether Equity supports a bounded finding and corrective responsibility. Where a receiving service is unavailable, the referring body should not close the case administratively. Interim protection, escalation and education continuity should be stated. The conclusion should retain the material limitation and responsible body. capacity and material, limitation, responsible in Education Planning in Cities Receiving Large Migrant Populations require ### 45.

continuity and health, response, continuity in Education Planning in Cities Receiving Large Migrant Populations require ### 46. Capacity to connect evidence with delivery, unequal effect and correction. If schools may be expected to diagnose or treat beyond competence, while health barriers remain unaddressed, shared action can produce a gap rather than an integrated response. The required course is to connect education observation with qualified health response and continuity.

Capacity to connect evidence with delivery, unequal effect and correction. Under capacity, review concerns which staff, time, finance and facilities make delivery feasible. Authorities should verify workload, competence and dependency, subject to the principle that an unfunded shared task should remain visible as a risk. Reasons should remain proportionate to the consequence and competence of each body. The implication for referral and correction should be recorded. equity and correction, should, recorded in Education Planning in Cities Receiving Large Migrant Populations require ### 46.

Authority concerning pathway the implication for determines whether Capacity supports a bounded finding and corrective responsibility. Learners and families should not be required to navigate institutional boundaries that public bodies can resolve through an authorised pathway. The implication for referral and correction should be recorded. authority and correction, should, recorded in Education Planning in Cities Receiving Large Migrant Populations require ### 46.

timing and health, response, continuity in Education Planning in Cities Receiving Large Migrant Populations require ### 47. Evidence to connect evidence with delivery, unequal effect and correction. A foreseeable failure arises where schools may be expected to diagnose or treat beyond competence, while health barriers remain unaddressed. Participating bodies should connect education observation with qualified health response and continuity.

Evidence to connect evidence with delivery, unequal effect and correction. The evidence standard requires consideration of which dated record demonstrates operation and limitation. Decision-makers should use service, institution and affected-person evidence, because plans and aggregate activity do not establish effective coordination. Dependencies on temporary finance, personal contacts or unavailable specialists should be explicit. The implication for referral and correction should be recorded. coverage and correction, should, recorded in Education Planning in Cities Receiving Large Migrant Populations require ### 47.

Feasibility concerning system requires a controlled determines whether Evidence supports a bounded finding and corrective responsibility. The arrangement should be tested under ordinary and disrupted conditions. A pathway dependent on one person or system requires a controlled alternative. Any departure should be justified by competence and evidence. feasibility and justified, competence, evidence in Education Planning in Cities Receiving Large Migrant Populations require ### 47.

Protection to connect evidence with delivery, unequal effect and correction. Health and readiness to learn requires explicit improvement control because it concerns health conditions, services and information affecting attendance and learning. The risk is that schools may be expected to diagnose or treat beyond competence, while health barriers remain unaddressed. A competent body should connect education observation with qualified health response and continuity. The implication for referral and correction should be recorded. remedy and correction, should, recorded in Education Planning in Cities Receiving Large Migrant Populations require ### 48.

Protection to connect evidence with delivery, unequal effect and correction. Review of protection should determine which safety, privacy and professional boundaries govern action. It should minimise data and retain qualified judgement and acknowledge that information sharing should not create avoidable harm. Personal and protection information should remain lawfully controlled. The implication for referral and correction should be recorded. capacity and correction, should, recorded in Education Planning in Cities Receiving Large Migrant Populations require ### 48.

Comparability concerning failure identification handover capacity determines whether Protection supports a bounded finding and corrective responsibility. Correction should address the actual failure: identification, handover, capacity, delay, communication, service quality or follow-up. Additional coordination activity may not resolve it. The implication for referral and correction should be recorded. comparability and correction, should, recorded in Education Planning in Cities Receiving Large Migrant Populations require ### 48.

Equity concerning expected to diagnose or determines whether Monitoring supports a bounded finding and corrective responsibility. The public purpose of health and readiness to learn is the credible provision of health conditions, services and information affecting attendance and learning. Where schools may be expected to diagnose or treat beyond competence, while health barriers remain unaddressed, institutional reporting can overstate both reach and protection. Authorities should connect education observation with qualified health response and continuity. The implication for referral and correction should be recorded. equity and correction, should, recorded in Education Planning in Cities Receiving Large Migrant Populations require ### 49.

Monitoring to connect evidence with delivery, unequal effect and correction. For monitoring, bodies should identify which indicators show receipt, delay, unmet need and education consequence and should track the complete pathway and complaints. Any conclusion must respect that referral volume alone does not establish benefit. The implication for referral and correction should be recorded. authority and correction, should, recorded in Education Planning in Cities Receiving Large Migrant Populations require ### 49.

Distribution concerning evidence with delivery unequal determines whether Monitoring supports a bounded finding and corrective responsibility. The final account should show whether the learner received a timely and appropriate service and whether education access, participation and continuity were protected. The conclusion should retain the material limitation and responsible body. distribution and material, limitation, responsible in Education Planning in Cities Receiving Large Migrant Populations require ### 49.

Review to connect evidence with delivery, unequal effect and correction. In health and readiness to learn, cross-sector coordination should secure health conditions, services and information affecting attendance and learning. The principal risk is that schools may be expected to diagnose or treat beyond competence, while health barriers remain unaddressed. Authorities should therefore connect education observation with qualified health response and continuity. The implication for referral and correction should be recorded. coverage and correction, should, recorded in Education Planning in Cities Receiving Large Migrant Populations require ### 50.

Review to connect evidence with delivery, unequal effect and correction. The review test asks how failure changes protocol, resource and responsibility. Participating bodies should assign correction, deadline and verification. The governing proposition is that repeated coordination language should not substitute for accountable improvement. The record should identify population, service, authority, status and date. The implication for referral and correction should be recorded. feasibility and correction, should, recorded in Education Planning in Cities Receiving Large Migrant Populations require ### 50.

Review to connect evidence with delivery, unequal effect and correction. Coordination is valuable when it changes the learner-facing service. Institutional contact, meetings and referral counts are intermediate evidence rather than final outcomes. Any departure should be justified by competence and evidence. uncertainty and justified, competence, evidence in Education Planning in Cities Receiving Large Migrant Populations require ### 50.

comparability and confidentiality, education, support in Education Planning in Cities Receiving Large Migrant Populations require ### 51. Improvement proposition to connect evidence with delivery, unequal effect and correction. The principal risk is that shared protocols can expose sensitive information or delay urgent protection. Authorities should retain trained response, lawful reporting, confidentiality and education support.[REF-06]

equity and confidentiality, education, support in Education Planning in Cities Receiving Large Migrant Populations require ### 52. Mandate to connect evidence with delivery, unequal effect and correction. If shared protocols can expose sensitive information or delay urgent protection, shared action can produce a gap rather than an integrated response. The required course is to retain trained response, lawful reporting, confidentiality and education support.

Mandate to connect evidence with delivery, unequal effect and correction. Under mandate, review concerns which body has authority and duty for the decision. Authorities should state primary and supporting roles, subject to the principle that coordination supplements rather than erases sector responsibility. Reasons should remain proportionate to the consequence and competence of each body. The implication for referral and correction should be recorded. authority and correction, should, recorded in Education Planning in Cities Receiving Large Migrant Populations require ### 52.

Distribution concerning and justified competence evidence determines whether Mandate supports a bounded finding and corrective responsibility. Learners and families should not be required to navigate institutional boundaries that public bodies can resolve through an authorised pathway. Any departure should be justified by competence and evidence. distribution and justified, competence, evidence in Education Planning in Cities Receiving Large Migrant Populations require ### 52.

coverage and confidentiality, education, support in Education Planning in Cities Receiving Large Migrant Populations require ### 53. Minimum service to connect evidence with delivery, unequal effect and correction. A foreseeable failure arises where shared protocols can expose sensitive information or delay urgent protection. Participating bodies should retain trained response, lawful reporting, confidentiality and education support.

Feasibility concerning implication for referral and determines whether Minimum service supports a bounded finding and corrective responsibility. The minimum service standard requires consideration of which learner-facing condition should be present. Decision-makers should define standard, scope and competent verifier, because a meeting or agreement is not itself a service. Dependencies on temporary finance, personal contacts or unavailable specialists should be explicit. The implication for referral and correction should be recorded. feasibility and correction, should, recorded in Education Planning in Cities Receiving Large Migrant Populations require ### 53.

Uncertainty concerning minimum service to connect determines whether Minimum service supports a bounded finding and corrective responsibility. The arrangement should be tested under ordinary and disrupted conditions. A pathway dependent on one person or system requires a controlled alternative. The conclusion should retain the material limitation and responsible body. uncertainty and material, limitation, responsible in Education Planning in Cities Receiving Large Migrant Populations require ### 53.

capacity and confidentiality, education, support in Education Planning in Cities Receiving Large Migrant Populations require ### 54. Pathway to connect evidence with delivery, unequal effect and correction. The risk is that shared protocols can expose sensitive information or delay urgent protection. A competent body should retain trained response, lawful reporting, confidentiality and education support.

Pathway to connect evidence with delivery, unequal effect and correction. Review of pathway should determine how a learner moves from identification through response and follow-up. It should map trigger, handover, receipt and closure and acknowledge that referral is incomplete when receiving capacity is unknown. Personal and protection information should remain lawfully controlled. The implication for referral and correction should be recorded. comparability and correction, should, recorded in Education Planning in Cities Receiving Large Migrant Populations require ### 54.

Continuity concerning handover capacity delay communication determines whether Pathway supports a bounded finding and corrective responsibility. Correction should address the actual failure: identification, handover, capacity, delay, communication, service quality or follow-up. Additional coordination activity may not resolve it. Any departure should be justified by competence and evidence. continuity and justified, competence, evidence in Education Planning in Cities Receiving Large Migrant Populations require ### 54.

authority and confidentiality, education, support in Education Planning in Cities Receiving Large Migrant Populations require ### 55. Equity to connect evidence with delivery, unequal effect and correction. Where shared protocols can expose sensitive information or delay urgent protection, institutional reporting can overstate both reach and protection. Authorities should retain trained response, lawful reporting, confidentiality and education support.

Equity to connect evidence with delivery, unequal effect and correction. For equity, bodies should identify which learners cannot use the ordinary pathway and should test disability, language, status, geography and cost. Any conclusion must respect that equal procedure does not establish equal access. The implication for referral and correction should be recorded. distribution and correction, should, recorded in Education Planning in Cities Receiving Large Migrant Populations require ### 55.

Timing concerning should recorded in education determines whether Equity supports a bounded finding and corrective responsibility. The final account should show whether the learner received a timely and appropriate service and whether education access, participation and continuity were protected. The implication for referral and correction should be recorded. timing and correction, should, recorded in Education Planning in Cities Receiving Large Migrant Populations require ### 55.

feasibility and confidentiality, education, support in Education Planning in Cities Receiving Large Migrant Populations require ### 56. Capacity to connect evidence with delivery, unequal effect and correction. The principal risk is that shared protocols can expose sensitive information or delay urgent protection. Authorities should therefore retain trained response, lawful reporting, confidentiality and education support.

Capacity to connect evidence with delivery, unequal effect and correction. The capacity test asks which staff, time, finance and facilities make delivery feasible. Participating bodies should verify workload, competence and dependency. The governing proposition is that an unfunded shared task should remain visible as a risk. The record should identify population, service, authority, status and date. The implication for referral and correction should be recorded. uncertainty and correction, should, recorded in Education Planning in Cities Receiving Large Migrant Populations require ### 56.

Remedy concerning than final outcomes the determines whether Capacity supports a bounded finding and corrective responsibility. Coordination is valuable when it changes the learner-facing service. Institutional contact, meetings and referral counts are intermediate evidence rather than final outcomes. The conclusion should retain the material limitation and responsible body. remedy and material, limitation, responsible in Education Planning in Cities Receiving Large Migrant Populations require ### 56.

comparability and confidentiality, education, support in Education Planning in Cities Receiving Large Migrant Populations require ### 57. Evidence to connect evidence with delivery, unequal effect and correction. In this domain, shared protocols can expose sensitive information or delay urgent protection. The immediate improvement response is to retain trained response, lawful reporting, confidentiality and education support.

Evidence to connect evidence with delivery, unequal effect and correction. A credible arrangement should establish which dated record demonstrates operation and limitation and should use service, institution and affected-person evidence, recognising that plans and aggregate activity do not establish effective coordination. Local evidence should be capable of changing a central account of service availability. The implication for referral and correction should be recorded. continuity and correction, should, recorded in Education Planning in Cities Receiving Large Migrant Populations require ### 57.

Equity concerning with delivery unequal effect determines whether Evidence supports a bounded finding and corrective responsibility. Where a receiving service is unavailable, the referring body should not close the case administratively. Interim protection, escalation and education continuity should be stated. The implication for referral and correction should be recorded. equity and correction, should, recorded in Education Planning in Cities Receiving Large Migrant Populations require ### 57.

Distribution concerning produce a gap rather determines whether Protection supports a bounded finding and corrective responsibility. The protected public interest in safeguarding and protection concerns prevention, reporting, referral and response to abuse, exploitation, violence and harmful practice. If shared protocols can expose sensitive information or delay urgent protection, shared action can produce a gap rather than an integrated response. The required course is to retain trained response, lawful reporting, confidentiality and education support. The implication for referral and correction should be recorded. distribution and correction, should, recorded in Education Planning in Cities Receiving Large Migrant Populations require ### 58.

Protection to connect evidence with delivery, unequal effect and correction. Under protection, review concerns which safety, privacy and professional boundaries govern action. Authorities should minimise data and retain qualified judgement, subject to the principle that information sharing should not create avoidable harm. Reasons should remain proportionate to the consequence and competence of each body. The implication for referral and correction should be recorded. timing and correction, should, recorded in Education Planning in Cities Receiving Large Migrant Populations require ### 58.

Coverage concerning and families should not determines whether Protection supports a bounded finding and corrective responsibility. Learners and families should not be required to navigate institutional boundaries that public bodies can resolve through an authorised pathway. The conclusion should retain the material limitation and responsible body. coverage and material, limitation, responsible in Education Planning in Cities Receiving Large Migrant Populations require ### 58.

Uncertainty concerning shared protocols can expose determines whether Monitoring supports a bounded finding and corrective responsibility. Planning for safeguarding and protection should begin with prevention, reporting, referral and response to abuse, exploitation, violence and harmful practice. A foreseeable failure arises where shared protocols can expose sensitive information or delay urgent protection. Participating bodies should retain trained response, lawful reporting, confidentiality and education support. The implication for referral and correction should be recorded. uncertainty and correction, should, recorded in Education Planning in Cities Receiving Large Migrant Populations require ### 59.

Monitoring to connect evidence with delivery, unequal effect and correction. The monitoring standard requires consideration of which indicators show receipt, delay, unmet need and education consequence. Decision-makers should track the complete pathway and complaints, because referral volume alone does not establish benefit. Dependencies on temporary finance, personal contacts or unavailable specialists should be explicit. The implication for referral and correction should be recorded. remedy and correction, should, recorded in Education Planning in Cities Receiving Large Migrant Populations require ### 59.

Capacity concerning should recorded in education determines whether Monitoring supports a bounded finding and corrective responsibility. The arrangement should be tested under ordinary and disrupted conditions. A pathway dependent on one person or system requires a controlled alternative. The implication for referral and correction should be recorded. capacity and correction, should, recorded in Education Planning in Cities Receiving Large Migrant Populations require ### 59.

Review to connect evidence with delivery, unequal effect and correction. Safeguarding and protection requires explicit improvement control because it concerns prevention, reporting, referral and response to abuse, exploitation, violence and harmful practice. The risk is that shared protocols can expose sensitive information or delay urgent protection. A competent body should retain trained response, lawful reporting, confidentiality and education support. The implication for referral and correction should be recorded. continuity and correction, should, recorded in Education Planning in Cities Receiving Large Migrant Populations require ### 60.

Review to connect evidence with delivery, unequal effect and correction. Review of review should determine how failure changes protocol, resource and responsibility. It should assign correction, deadline and verification and acknowledge that repeated coordination language should not substitute for accountable improvement. Personal and protection information should remain lawfully controlled. The implication for referral and correction should be recorded. equity and correction, should, recorded in Education Planning in Cities Receiving Large Migrant Populations require ### 60.

Authority concerning conclusion should retain the determines whether Review supports a bounded finding and corrective responsibility. Correction should address the actual failure: identification, handover, capacity, delay, communication, service quality or follow-up. Additional coordination activity may not resolve it. The conclusion should retain the material limitation and responsible body. authority and material, limitation, responsible in Education Planning in Cities Receiving Large Migrant Populations require ### 60.

coverage and service, corrective, thresholds in Education Planning in Cities Receiving Large Migrant Populations require ### 61. Improvement proposition to connect evidence with delivery, unequal effect and correction. The principal risk is that separate provision can leave operating gaps, inaccessible facilities or unclear maintenance. Authorities should set learner-facing minima, responsible service and corrective thresholds.[REF-07]

uncertainty and service, corrective, thresholds in Education Planning in Cities Receiving Large Migrant Populations require ### 62. Mandate to connect evidence with delivery, unequal effect and correction. The principal risk is that separate provision can leave operating gaps, inaccessible facilities or unclear maintenance. Authorities should therefore set learner-facing minima, responsible service and corrective thresholds.

Mandate to connect evidence with delivery, unequal effect and correction. The mandate test asks which body has authority and duty for the decision. Participating bodies should state primary and supporting roles. The governing proposition is that coordination supplements rather than erases sector responsibility. The record should identify population, service, authority, status and date. Any departure should be justified by competence and evidence. remedy and justified, competence, evidence in Education Planning in Cities Receiving Large Migrant Populations require ### 62.

Mandate to connect evidence with delivery, unequal effect and correction. Coordination is valuable when it changes the learner-facing service. Institutional contact, meetings and referral counts are intermediate evidence rather than final outcomes. The implication for referral and correction should be recorded. capacity and correction, should, recorded in Education Planning in Cities Receiving Large Migrant Populations require ### 62.

continuity and service, corrective, thresholds in Education Planning in Cities Receiving Large Migrant Populations require ### 63. Minimum service to connect evidence with delivery, unequal effect and correction. In this domain, separate provision can leave operating gaps, inaccessible facilities or unclear maintenance. The immediate improvement response is to set learner-facing minima, responsible service and corrective thresholds.

Minimum service to connect evidence with delivery, unequal effect and correction. A credible arrangement should establish which learner-facing condition should be present and should define standard, scope and competent verifier, recognising that a meeting or agreement is not itself a service. Local evidence should be capable of changing a central account of service availability. Any departure should be justified by competence and evidence. equity and justified, competence, evidence in Education Planning in Cities Receiving Large Migrant Populations require ### 63.

Minimum service to connect evidence with delivery, unequal effect and correction. Where a receiving service is unavailable, the referring body should not close the case administratively. Interim protection, escalation and education continuity should be stated. Any departure should be justified by competence and evidence. authority and justified, competence, evidence in Education Planning in Cities Receiving Large Migrant Populations require ### 63.

timing and service, corrective, thresholds in Education Planning in Cities Receiving Large Migrant Populations require ### 64. Pathway to connect evidence with delivery, unequal effect and correction. If separate provision can leave operating gaps, inaccessible facilities or unclear maintenance, shared action can produce a gap rather than an integrated response. The required course is to set learner-facing minima, responsible service and corrective thresholds.

Pathway to connect evidence with delivery, unequal effect and correction. Under pathway, review concerns how a learner moves from identification through response and follow-up. Authorities should map trigger, handover, receipt and closure, subject to the principle that referral is incomplete when receiving capacity is unknown. Reasons should remain proportionate to the consequence and competence of each body. Any departure should be justified by competence and evidence. coverage and justified, competence, evidence in Education Planning in Cities Receiving Large Migrant Populations require ### 64.

Pathway to connect evidence with delivery, unequal effect and correction. Learners and families should not be required to navigate institutional boundaries that public bodies can resolve through an authorised pathway. The implication for referral and correction should be recorded. feasibility and correction, should, recorded in Education Planning in Cities Receiving Large Migrant Populations require ### 64.

remedy and service, corrective, thresholds in Education Planning in Cities Receiving Large Migrant Populations require ### 65. Equity to connect evidence with delivery, unequal effect and correction. A foreseeable failure arises where separate provision can leave operating gaps, inaccessible facilities or unclear maintenance. Participating bodies should set learner-facing minima, responsible service and corrective thresholds.

Equity to connect evidence with delivery, unequal effect and correction. The equity standard requires consideration of which learners cannot use the ordinary pathway. Decision-makers should test disability, language, status, geography and cost, because equal procedure does not establish equal access. Dependencies on temporary finance, personal contacts or unavailable specialists should be explicit. Any departure should be justified by competence and evidence. capacity and justified, competence, evidence in Education Planning in Cities Receiving Large Migrant Populations require ### 65.

Equity to connect evidence with delivery, unequal effect and correction. The arrangement should be tested under ordinary and disrupted conditions. A pathway dependent on one person or system requires a controlled alternative. Any departure should be justified by competence and evidence. comparability and justified, competence, evidence in Education Planning in Cities Receiving Large Migrant Populations require ### 65.

equity and service, corrective, thresholds in Education Planning in Cities Receiving Large Migrant Populations require ### 66. Capacity to connect evidence with delivery, unequal effect and correction. The risk is that separate provision can leave operating gaps, inaccessible facilities or unclear maintenance. A competent body should set learner-facing minima, responsible service and corrective thresholds.

Capacity to connect evidence with delivery, unequal effect and correction. Review of capacity should determine which staff, time, finance and facilities make delivery feasible. It should verify workload, competence and dependency and acknowledge that an unfunded shared task should remain visible as a risk. Personal and protection information should remain lawfully controlled. Any departure should be justified by competence and evidence. authority and justified, competence, evidence in Education Planning in Cities Receiving Large Migrant Populations require ### 66.

Capacity to connect evidence with delivery, unequal effect and correction. Correction should address the actual failure: identification, handover, capacity, delay, communication, service quality or follow-up. Additional coordination activity may not resolve it. The implication for referral and correction should be recorded. distribution and correction, should, recorded in Education Planning in Cities Receiving Large Migrant Populations require ### 66.

coverage and service, corrective, thresholds in Education Planning in Cities Receiving Large Migrant Populations require ### 67. Evidence to connect evidence with delivery, unequal effect and correction. Where separate provision can leave operating gaps, inaccessible facilities or unclear maintenance, institutional reporting can overstate both reach and protection. Authorities should set learner-facing minima, responsible service and corrective thresholds.

Evidence to connect evidence with delivery, unequal effect and correction. For evidence, bodies should identify which dated record demonstrates operation and limitation and should use service, institution and affected-person evidence. Any conclusion must respect that plans and aggregate activity do not establish effective coordination. Any departure should be justified by competence and evidence. feasibility and justified, competence, evidence in Education Planning in Cities Receiving Large Migrant Populations require ### 67.

Evidence to connect evidence with delivery, unequal effect and correction. The final account should show whether the learner received a timely and appropriate service and whether education access, participation and continuity were protected. Any departure should be justified by competence and evidence. uncertainty and justified, competence, evidence in Education Planning in Cities Receiving Large Migrant Populations require ### 67.

Protection to connect evidence with delivery, unequal effect and correction. In nutrition, water and sanitation, cross-sector coordination should secure services supporting health, dignity, attendance and sustained education. The principal risk is that separate provision can leave operating gaps, inaccessible facilities or unclear maintenance. Authorities should therefore set learner-facing minima, responsible service and corrective thresholds. The implication for referral and correction should be recorded. capacity and correction, should, recorded in Education Planning in Cities Receiving Large Migrant Populations require ### 68.

Protection to connect evidence with delivery, unequal effect and correction. The protection test asks which safety, privacy and professional boundaries govern action. Participating bodies should minimise data and retain qualified judgement. The governing proposition is that information sharing should not create avoidable harm. The record should identify population, service, authority, status and date. Any departure should be justified by competence and evidence. comparability and justified, competence, evidence in Education Planning in Cities Receiving Large Migrant Populations require ### 68.

Continuity concerning final outcomes any departure determines whether Protection supports a bounded finding and corrective responsibility. Coordination is valuable when it changes the learner-facing service. Institutional contact, meetings and referral counts are intermediate evidence rather than final outcomes. Any departure should be justified by competence and evidence. continuity and justified, competence, evidence in Education Planning in Cities Receiving Large Migrant Populations require ### 68.

authority and service, corrective, thresholds in Education Planning in Cities Receiving Large Migrant Populations require ### 69. Monitoring to connect evidence with delivery, unequal effect and correction. In this domain, separate provision can leave operating gaps, inaccessible facilities or unclear maintenance. The immediate improvement response is to set learner-facing minima, responsible service and corrective thresholds.

Monitoring to connect evidence with delivery, unequal effect and correction. A credible arrangement should establish which indicators show receipt, delay, unmet need and education consequence and should track the complete pathway and complaints, recognising that referral volume alone does not establish benefit. Local evidence should be capable of changing a central account of service availability. Any departure should be justified by competence and evidence. distribution and justified, competence, evidence in Education Planning in Cities Receiving Large Migrant Populations require ### 69.

Timing concerning is unavailable the referring determines whether Monitoring supports a bounded finding and corrective responsibility. Where a receiving service is unavailable, the referring body should not close the case administratively. Interim protection, escalation and education continuity should be stated. The conclusion should retain the material limitation and responsible body. timing and material, limitation, responsible in Education Planning in Cities Receiving Large Migrant Populations require ### 69.

Feasibility concerning evidence with delivery unequal determines whether Review supports a bounded finding and corrective responsibility. The protected public interest in nutrition, water and sanitation concerns services supporting health, dignity, attendance and sustained education. If separate provision can leave operating gaps, inaccessible facilities or unclear maintenance, shared action can produce a gap rather than an integrated response. The required course is to set learner-facing minima, responsible service and corrective thresholds. The implication for referral and correction should be recorded. feasibility and correction, should, recorded in Education Planning in Cities Receiving Large Migrant Populations require ### 70.

Review to connect evidence with delivery, unequal effect and correction. Under review, review concerns how failure changes protocol, resource and responsibility. Authorities should assign correction, deadline and verification, subject to the principle that repeated coordination language should not substitute for accountable improvement. Reasons should remain proportionate to the consequence and competence of each body. Any departure should be justified by competence and evidence. uncertainty and justified, competence, evidence in Education Planning in Cities Receiving Large Migrant Populations require ### 70.

Remedy concerning and evidence remedy and determines whether Review supports a bounded finding and corrective responsibility. Learners and families should not be required to navigate institutional boundaries that public bodies can resolve through an authorised pathway. Any departure should be justified by competence and evidence. remedy and justified, competence, evidence in Education Planning in Cities Receiving Large Migrant Populations require ### 70.

continuity and limits, support, replacement in Education Planning in Cities Receiving Large Migrant Populations require ### 71. Improvement proposition to connect evidence with delivery, unequal effect and correction. The principal risk is that frontline staff can receive added duties without time, competence, supervision or protection. Authorities should define role, training, referral limits, support and replacement.[REF-08]

authority and limits, support, replacement in Education Planning in Cities Receiving Large Migrant Populations require ### 72. Mandate to connect evidence with delivery, unequal effect and correction. The risk is that frontline staff can receive added duties without time, competence, supervision or protection. A competent body should define role, training, referral limits, support and replacement.

Mandate to connect evidence with delivery, unequal effect and correction. Review of mandate should determine which body has authority and duty for the decision. It should state primary and supporting roles and acknowledge that coordination supplements rather than erases sector responsibility. Personal and protection information should remain lawfully controlled. Any departure should be justified by competence and evidence. distribution and justified, competence, evidence in Education Planning in Cities Receiving Large Migrant Populations require ### 72.

Timing concerning not resolve it any determines whether Mandate supports a bounded finding and corrective responsibility. Correction should address the actual failure: identification, handover, capacity, delay, communication, service quality or follow-up. Additional coordination activity may not resolve it. Any departure should be justified by competence and evidence. timing and justified, competence, evidence in Education Planning in Cities Receiving Large Migrant Populations require ### 72.

feasibility and limits, support, replacement in Education Planning in Cities Receiving Large Migrant Populations require ### 73. Minimum service to connect evidence with delivery, unequal effect and correction. Where frontline staff can receive added duties without time, competence, supervision or protection, institutional reporting can overstate both reach and protection. Authorities should define role, training, referral limits, support and replacement.

Minimum service to connect evidence with delivery, unequal effect and correction. For minimum service, bodies should identify which learner-facing condition should be present and should define standard, scope and competent verifier. Any conclusion must respect that a meeting or agreement is not itself a service. Any departure should be justified by competence and evidence. uncertainty and justified, competence, evidence in Education Planning in Cities Receiving Large Migrant Populations require ### 73.

Remedy concerning and correction the final determines whether Minimum service supports a bounded finding and corrective responsibility. The final account should show whether the learner received a timely and appropriate service and whether education access, participation and continuity were protected. The conclusion should retain the material limitation and responsible body. remedy and material, limitation, responsible in Education Planning in Cities Receiving Large Migrant Populations require ### 73.

comparability and limits, support, replacement in Education Planning in Cities Receiving Large Migrant Populations require ### 74. Pathway to connect evidence with delivery, unequal effect and correction. The principal risk is that frontline staff can receive added duties without time, competence, supervision or protection. Authorities should therefore define role, training, referral limits, support and replacement.

Pathway to connect evidence with delivery, unequal effect and correction. The pathway test asks how a learner moves from identification through response and follow-up. Participating bodies should map trigger, handover, receipt and closure. The governing proposition is that referral is incomplete when receiving capacity is unknown. The record should identify population, service, authority, status and date. Any departure should be justified by competence and evidence. continuity and justified, competence, evidence in Education Planning in Cities Receiving Large Migrant Populations require ### 74.

Equity concerning conclusion should retain the determines whether Pathway supports a bounded finding and corrective responsibility. Coordination is valuable when it changes the learner-facing service. Institutional contact, meetings and referral counts are intermediate evidence rather than final outcomes. The conclusion should retain the material limitation and responsible body. equity and material, limitation, responsible in Education Planning in Cities Receiving Large Migrant Populations require ### 74.

distribution and limits, support, replacement in Education Planning in Cities Receiving Large Migrant Populations require ### 75. Equity to connect evidence with delivery, unequal effect and correction. In this domain, frontline staff can receive added duties without time, competence, supervision or protection. The immediate improvement response is to define role, training, referral limits, support and replacement.

Equity to connect evidence with delivery, unequal effect and correction. A credible arrangement should establish which learners cannot use the ordinary pathway and should test disability, language, status, geography and cost, recognising that equal procedure does not establish equal access. Local evidence should be capable of changing a central account of service availability. Any departure should be justified by competence and evidence. timing and justified, competence, evidence in Education Planning in Cities Receiving Large Migrant Populations require ### 75.

Coverage concerning and correction where a determines whether Equity supports a bounded finding and corrective responsibility. Where a receiving service is unavailable, the referring body should not close the case administratively. Interim protection, escalation and education continuity should be stated. The implication for referral and correction should be recorded. coverage and correction, should, recorded in Education Planning in Cities Receiving Large Migrant Populations require ### 75.

uncertainty and limits, support, replacement in Education Planning in Cities Receiving Large Migrant Populations require ### 76. Capacity to connect evidence with delivery, unequal effect and correction. If frontline staff can receive added duties without time, competence, supervision or protection, shared action can produce a gap rather than an integrated response. The required course is to define role, training, referral limits, support and replacement.

Capacity to connect evidence with delivery, unequal effect and correction. Under capacity, review concerns which staff, time, finance and facilities make delivery feasible. Authorities should verify workload, competence and dependency, subject to the principle that an unfunded shared task should remain visible as a risk. Reasons should remain proportionate to the consequence and competence of each body. Any departure should be justified by competence and evidence. remedy and justified, competence, evidence in Education Planning in Cities Receiving Large Migrant Populations require ### 76.

Capacity concerning material limitation responsible in determines whether Capacity supports a bounded finding and corrective responsibility. Learners and families should not be required to navigate institutional boundaries that public bodies can resolve through an authorised pathway. The conclusion should retain the material limitation and responsible body. capacity and material, limitation, responsible in Education Planning in Cities Receiving Large Migrant Populations require ### 76.

continuity and limits, support, replacement in Education Planning in Cities Receiving Large Migrant Populations require ### 77. Evidence to connect evidence with delivery, unequal effect and correction. A foreseeable failure arises where frontline staff can receive added duties without time, competence, supervision or protection. Participating bodies should define role, training, referral limits, support and replacement.

Evidence to connect evidence with delivery, unequal effect and correction. The evidence standard requires consideration of which dated record demonstrates operation and limitation. Decision-makers should use service, institution and affected-person evidence, because plans and aggregate activity do not establish effective coordination. Dependencies on temporary finance, personal contacts or unavailable specialists should be explicit. Any departure should be justified by competence and evidence. equity and justified, competence, evidence in Education Planning in Cities Receiving Large Migrant Populations require ### 77.

Authority concerning arrangement should be tested determines whether Evidence supports a bounded finding and corrective responsibility. The arrangement should be tested under ordinary and disrupted conditions. A pathway dependent on one person or system requires a controlled alternative. The conclusion should retain the material limitation and responsible body. authority and material, limitation, responsible in Education Planning in Cities Receiving Large Migrant Populations require ### 77.

Protection to connect evidence with delivery, unequal effect and correction. Teachers and frontline personnel requires explicit improvement control because it concerns the preparation, workload, support and conduct of staff implementing connected arrangements. The risk is that frontline staff can receive added duties without time, competence, supervision or protection. A competent body should define role, training, referral limits, support and replacement. The implication for referral and correction should be recorded. timing and correction, should, recorded in Education Planning in Cities Receiving Large Migrant Populations require ### 78.

Protection to connect evidence with delivery, unequal effect and correction. Review of protection should determine which safety, privacy and professional boundaries govern action. It should minimise data and retain qualified judgement and acknowledge that information sharing should not create avoidable harm. Personal and protection information should remain lawfully controlled. Any departure should be justified by competence and evidence. coverage and justified, competence, evidence in Education Planning in Cities Receiving Large Migrant Populations require ### 78.

Feasibility concerning material limitation and responsible determines whether Protection supports a bounded finding and corrective responsibility. Correction should address the actual failure: identification, handover, capacity, delay, communication, service quality or follow-up. Additional coordination activity may not resolve it. The conclusion should retain the material limitation and responsible body. feasibility and material, limitation, responsible in Education Planning in Cities Receiving Large Migrant Populations require ### 78.

Remedy concerning recorded in education planning determines whether Monitoring supports a bounded finding and corrective responsibility. The public purpose of teachers and frontline personnel is the credible provision of the preparation, workload, support and conduct of staff implementing connected arrangements. Where frontline staff can receive added duties without time, competence, supervision or protection, institutional reporting can overstate both reach and protection. Authorities should define role, training, referral limits, support and replacement. The implication for referral and correction should be recorded. remedy and correction, should, recorded in Education Planning in Cities Receiving Large Migrant Populations require ### 79.

Monitoring to connect evidence with delivery, unequal effect and correction. For monitoring, bodies should identify which indicators show receipt, delay, unmet need and education consequence and should track the complete pathway and complaints. Any conclusion must respect that referral volume alone does not establish benefit. Any departure should be justified by competence and evidence. capacity and justified, competence, evidence in Education Planning in Cities Receiving Large Migrant Populations require ### 79.

Comparability concerning show whether the learner determines whether Monitoring supports a bounded finding and corrective responsibility. The final account should show whether the learner received a timely and appropriate service and whether education access, participation and continuity were protected. The implication for referral and correction should be recorded. comparability and correction, should, recorded in Education Planning in Cities Receiving Large Migrant Populations require ### 79.

Review to connect evidence with delivery, unequal effect and correction. In teachers and frontline personnel, cross-sector coordination should secure the preparation, workload, support and conduct of staff implementing connected arrangements. The principal risk is that frontline staff can receive added duties without time, competence, supervision or protection. Authorities should therefore define role, training, referral limits, support and replacement. The implication for referral and correction should be recorded. equity and correction, should, recorded in Education Planning in Cities Receiving Large Migrant Populations require ### 80.

Review to connect evidence with delivery, unequal effect and correction. The review test asks how failure changes protocol, resource and responsibility. Participating bodies should assign correction, deadline and verification. The governing proposition is that repeated coordination language should not substitute for accountable improvement. The record should identify population, service, authority, status and date. Any departure should be justified by competence and evidence. authority and justified, competence, evidence in Education Planning in Cities Receiving Large Migrant Populations require ### 80.

Review to connect evidence with delivery, unequal effect and correction. Coordination is valuable when it changes the learner-facing service. Institutional contact, meetings and referral counts are intermediate evidence rather than final outcomes. The implication for referral and correction should be recorded. distribution and correction, should, recorded in Education Planning in Cities Receiving Large Migrant Populations require ### 80.

feasibility and control, accountable, exception in Education Planning in Cities Receiving Large Migrant Populations require ### 81. Improvement proposition to connect evidence with delivery, unequal effect and correction. The principal risk is that broad sharing can create harm while excessive restriction prevents necessary service. Authorities should use purpose limitation, consent, access control and accountable exception.[REF-09]

remedy and control, accountable, exception in Education Planning in Cities Receiving Large Migrant Populations require ### 82. Mandate to connect evidence with delivery, unequal effect and correction. If broad sharing can create harm while excessive restriction prevents necessary service, shared action can produce a gap rather than an integrated response. The required course is to use purpose limitation, consent, access control and accountable exception.

Mandate to connect evidence with delivery, unequal effect and correction. Under mandate, review concerns which body has authority and duty for the decision. Authorities should state primary and supporting roles, subject to the principle that coordination supplements rather than erases sector responsibility. Reasons should remain proportionate to the consequence and competence of each body. Any departure should be justified by competence and evidence. capacity and justified, competence, evidence in Education Planning in Cities Receiving Large Migrant Populations require ### 82.

Comparability concerning correction learners and families determines whether Mandate supports a bounded finding and corrective responsibility. Learners and families should not be required to navigate institutional boundaries that public bodies can resolve through an authorised pathway. The implication for referral and correction should be recorded. comparability and correction, should, recorded in Education Planning in Cities Receiving Large Migrant Populations require ### 82.

equity and control, accountable, exception in Education Planning in Cities Receiving Large Migrant Populations require ### 83. Minimum service to connect evidence with delivery, unequal effect and correction. A foreseeable failure arises where broad sharing can create harm while excessive restriction prevents necessary service. Participating bodies should use purpose limitation, consent, access control and accountable exception.

Authority concerning not itself a service determines whether Minimum service supports a bounded finding and corrective responsibility. The minimum service standard requires consideration of which learner-facing condition should be present. Decision-makers should define standard, scope and competent verifier, because a meeting or agreement is not itself a service. Dependencies on temporary finance, personal contacts or unavailable specialists should be explicit. Any departure should be justified by competence and evidence. authority and justified, competence, evidence in Education Planning in Cities Receiving Large Migrant Populations require ### 83.

Distribution concerning should be tested under determines whether Minimum service supports a bounded finding and corrective responsibility. The arrangement should be tested under ordinary and disrupted conditions. A pathway dependent on one person or system requires a controlled alternative. The implication for referral and correction should be recorded. distribution and correction, should, recorded in Education Planning in Cities Receiving Large Migrant Populations require ### 83.

coverage and control, accountable, exception in Education Planning in Cities Receiving Large Migrant Populations require ### 84. Pathway to connect evidence with delivery, unequal effect and correction. The risk is that broad sharing can create harm while excessive restriction prevents necessary service. A competent body should use purpose limitation, consent, access control and accountable exception.

Pathway to connect evidence with delivery, unequal effect and correction. Review of pathway should determine how a learner moves from identification through response and follow-up. It should map trigger, handover, receipt and closure and acknowledge that referral is incomplete when receiving capacity is unknown. Personal and protection information should remain lawfully controlled. Any departure should be justified by competence and evidence. feasibility and justified, competence, evidence in Education Planning in Cities Receiving Large Migrant Populations require ### 84.

Uncertainty concerning recorded uncertainty and correction determines whether Pathway supports a bounded finding and corrective responsibility. Correction should address the actual failure: identification, handover, capacity, delay, communication, service quality or follow-up. Additional coordination activity may not resolve it. The implication for referral and correction should be recorded. uncertainty and correction, should, recorded in Education Planning in Cities Receiving Large Migrant Populations require ### 84.

capacity and control, accountable, exception in Education Planning in Cities Receiving Large Migrant Populations require ### 85. Equity to connect evidence with delivery, unequal effect and correction. Where broad sharing can create harm while excessive restriction prevents necessary service, institutional reporting can overstate both reach and protection. Authorities should use purpose limitation, consent, access control and accountable exception.

Equity to connect evidence with delivery, unequal effect and correction. For equity, bodies should identify which learners cannot use the ordinary pathway and should test disability, language, status, geography and cost. Any conclusion must respect that equal procedure does not establish equal access. Any departure should be justified by competence and evidence. comparability and justified, competence, evidence in Education Planning in Cities Receiving Large Migrant Populations require ### 85.

Continuity concerning the learner received a determines whether Equity supports a bounded finding and corrective responsibility. The final account should show whether the learner received a timely and appropriate service and whether education access, participation and continuity were protected. Any departure should be justified by competence and evidence. continuity and justified, competence, evidence in Education Planning in Cities Receiving Large Migrant Populations require ### 85.

authority and control, accountable, exception in Education Planning in Cities Receiving Large Migrant Populations require ### 86. Capacity to connect evidence with delivery, unequal effect and correction. The principal risk is that broad sharing can create harm while excessive restriction prevents necessary service. Authorities should therefore use purpose limitation, consent, access control and accountable exception.

Capacity to connect evidence with delivery, unequal effect and correction. The capacity test asks which staff, time, finance and facilities make delivery feasible. Participating bodies should verify workload, competence and dependency. The governing proposition is that an unfunded shared task should remain visible as a risk. The record should identify population, service, authority, status and date. Any departure should be justified by competence and evidence. distribution and justified, competence, evidence in Education Planning in Cities Receiving Large Migrant Populations require ### 86.

Timing concerning justified competence evidence in determines whether Capacity supports a bounded finding and corrective responsibility. Coordination is valuable when it changes the learner-facing service. Institutional contact, meetings and referral counts are intermediate evidence rather than final outcomes. Any departure should be justified by competence and evidence. timing and justified, competence, evidence in Education Planning in Cities Receiving Large Migrant Populations require ### 86.

feasibility and control, accountable, exception in Education Planning in Cities Receiving Large Migrant Populations require ### 87. Evidence to connect evidence with delivery, unequal effect and correction. In this domain, broad sharing can create harm while excessive restriction prevents necessary service. The immediate improvement response is to use purpose limitation, consent, access control and accountable exception.

Evidence to connect evidence with delivery, unequal effect and correction. A credible arrangement should establish which dated record demonstrates operation and limitation and should use service, institution and affected-person evidence, recognising that plans and aggregate activity do not establish effective coordination. Local evidence should be capable of changing a central account of service availability. Any departure should be justified by competence and evidence. uncertainty and justified, competence, evidence in Education Planning in Cities Receiving Large Migrant Populations require ### 87.

Remedy concerning service is unavailable the determines whether Evidence supports a bounded finding and corrective responsibility. Where a receiving service is unavailable, the referring body should not close the case administratively. Interim protection, escalation and education continuity should be stated. Any departure should be justified by competence and evidence. remedy and justified, competence, evidence in Education Planning in Cities Receiving Large Migrant Populations require ### 87.

Comparability concerning limitation consent access control determines whether Protection supports a bounded finding and corrective responsibility. The protected public interest in information and privacy concerns the minimum data needed for coordination and the controls governing collection, access and disclosure. If broad sharing can create harm while excessive restriction prevents necessary service, shared action can produce a gap rather than an integrated response. The required course is to use purpose limitation, consent, access control and accountable exception. The implication for referral and correction should be recorded. comparability and correction, should, recorded in Education Planning in Cities Receiving Large Migrant Populations require ### 88.

Protection to connect evidence with delivery, unequal effect and correction. Under protection, review concerns which safety, privacy and professional boundaries govern action. Authorities should minimise data and retain qualified judgement, subject to the principle that information sharing should not create avoidable harm. Reasons should remain proportionate to the consequence and competence of each body. Any departure should be justified by competence and evidence. continuity and justified, competence, evidence in Education Planning in Cities Receiving Large Migrant Populations require ### 88.

Equity concerning an authorised pathway any determines whether Protection supports a bounded finding and corrective responsibility. Learners and families should not be required to navigate institutional boundaries that public bodies can resolve through an authorised pathway. Any departure should be justified by competence and evidence. equity and justified, competence, evidence in Education Planning in Cities Receiving Large Migrant Populations require ### 88.

Distribution concerning harm while excessive restriction determines whether Monitoring supports a bounded finding and corrective responsibility. Planning for information and privacy should begin with the minimum data needed for coordination and the controls governing collection, access and disclosure. A foreseeable failure arises where broad sharing can create harm while excessive restriction prevents necessary service. Participating bodies should use purpose limitation, consent, access control and accountable exception. The implication for referral and correction should be recorded. distribution and correction, should, recorded in Education Planning in Cities Receiving Large Migrant Populations require ### 89.

Monitoring to connect evidence with delivery, unequal effect and correction. The monitoring standard requires consideration of which indicators show receipt, delay, unmet need and education consequence. Decision-makers should track the complete pathway and complaints, because referral volume alone does not establish benefit. Dependencies on temporary finance, personal contacts or unavailable specialists should be explicit. Any departure should be justified by competence and evidence. timing and justified, competence, evidence in Education Planning in Cities Receiving Large Migrant Populations require ### 89.

Coverage concerning alternative any departure should determines whether Monitoring supports a bounded finding and corrective responsibility. The arrangement should be tested under ordinary and disrupted conditions. A pathway dependent on one person or system requires a controlled alternative. Any departure should be justified by competence and evidence. coverage and justified, competence, evidence in Education Planning in Cities Receiving Large Migrant Populations require ### 89.

Review to connect evidence with delivery, unequal effect and correction. Information and privacy requires explicit improvement control because it concerns the minimum data needed for coordination and the controls governing collection, access and disclosure. The risk is that broad sharing can create harm while excessive restriction prevents necessary service. A competent body should use purpose limitation, consent, access control and accountable exception. The implication for referral and correction should be recorded. uncertainty and correction, should, recorded in Education Planning in Cities Receiving Large Migrant Populations require ### 90.

Review to connect evidence with delivery, unequal effect and correction. Review of review should determine how failure changes protocol, resource and responsibility. It should assign correction, deadline and verification and acknowledge that repeated coordination language should not substitute for accountable improvement. Personal and protection information should remain lawfully controlled. Any departure should be justified by competence and evidence. remedy and justified, competence, evidence in Education Planning in Cities Receiving Large Migrant Populations require ### 90.

Capacity concerning in cities receiving large determines whether Review supports a bounded finding and corrective responsibility. Correction should address the actual failure: identification, handover, capacity, delay, communication, service quality or follow-up. Additional coordination activity may not resolve it. Any departure should be justified by competence and evidence. capacity and justified, competence, evidence in Education Planning in Cities Receiving Large Migrant Populations require ### 90.

equity and transition, learner, burden in Education Planning in Cities Receiving Large Migrant Populations require ### 91. Improvement proposition to connect evidence with delivery, unequal effect and correction. The principal risk is that joint plans can rely on unfunded services or temporary projects with no receiving capacity. Authorities should cost each function, dependency, transition and learner burden.[REF-10]

distribution and transition, learner, burden in Education Planning in Cities Receiving Large Migrant Populations require ### 92. Mandate to connect evidence with delivery, unequal effect and correction. The principal risk is that joint plans can rely on unfunded services or temporary projects with no receiving capacity. Authorities should therefore cost each function, dependency, transition and learner burden.

Mandate to connect evidence with delivery, unequal effect and correction. The mandate test asks which body has authority and duty for the decision. Participating bodies should state primary and supporting roles. The governing proposition is that coordination supplements rather than erases sector responsibility. The record should identify population, service, authority, status and date. The conclusion should retain the material limitation and responsible body. timing and material, limitation, responsible in Education Planning in Cities Receiving Large Migrant Populations require ### 92.

Mandate to connect evidence with delivery, unequal effect and correction. Coordination is valuable when it changes the learner-facing service. Institutional contact, meetings and referral counts are intermediate evidence rather than final outcomes. The conclusion should retain the material limitation and responsible body. coverage and material, limitation, responsible in Education Planning in Cities Receiving Large Migrant Populations require ### 92.

uncertainty and transition, learner, burden in Education Planning in Cities Receiving Large Migrant Populations require ### 93. Minimum service to connect evidence with delivery, unequal effect and correction. In this domain, joint plans can rely on unfunded services or temporary projects with no receiving capacity. The immediate improvement response is to cost each function, dependency, transition and learner burden.

Minimum service to connect evidence with delivery, unequal effect and correction. A credible arrangement should establish which learner-facing condition should be present and should define standard, scope and competent verifier, recognising that a meeting or agreement is not itself a service. Local evidence should be capable of changing a central account of service availability. The conclusion should retain the material limitation and responsible body. remedy and material, limitation, responsible in Education Planning in Cities Receiving Large Migrant Populations require ### 93.

Minimum service to connect evidence with delivery, unequal effect and correction. Where a receiving service is unavailable, the referring body should not close the case administratively. Interim protection, escalation and education continuity should be stated. The conclusion should retain the material limitation and responsible body. capacity and material, limitation, responsible in Education Planning in Cities Receiving Large Migrant Populations require ### 93.

continuity and transition, learner, burden in Education Planning in Cities Receiving Large Migrant Populations require ### 94. Pathway to connect evidence with delivery, unequal effect and correction. If joint plans can rely on unfunded services or temporary projects with no receiving capacity, shared action can produce a gap rather than an integrated response. The required course is to cost each function, dependency, transition and learner burden.

Pathway to connect evidence with delivery, unequal effect and correction. Under pathway, review concerns how a learner moves from identification through response and follow-up. Authorities should map trigger, handover, receipt and closure, subject to the principle that referral is incomplete when receiving capacity is unknown. Reasons should remain proportionate to the consequence and competence of each body. The conclusion should retain the material limitation and responsible body. equity and material, limitation, responsible in Education Planning in Cities Receiving Large Migrant Populations require ### 94.

Pathway to connect evidence with delivery, unequal effect and correction. Learners and families should not be required to navigate institutional boundaries that public bodies can resolve through an authorised pathway. The conclusion should retain the material limitation and responsible body. authority and material, limitation, responsible in Education Planning in Cities Receiving Large Migrant Populations require ### 94.

timing and transition, learner, burden in Education Planning in Cities Receiving Large Migrant Populations require ### 95. Equity to connect evidence with delivery, unequal effect and correction. A foreseeable failure arises where joint plans can rely on unfunded services or temporary projects with no receiving capacity. Participating bodies should cost each function, dependency, transition and learner burden.

Equity to connect evidence with delivery, unequal effect and correction. The equity standard requires consideration of which learners cannot use the ordinary pathway. Decision-makers should test disability, language, status, geography and cost, because equal procedure does not establish equal access. Dependencies on temporary finance, personal contacts or unavailable specialists should be explicit. The conclusion should retain the material limitation and responsible body. coverage and material, limitation, responsible in Education Planning in Cities Receiving Large Migrant Populations require ### 95.

Equity to connect evidence with delivery, unequal effect and correction. The arrangement should be tested under ordinary and disrupted conditions. A pathway dependent on one person or system requires a controlled alternative. The conclusion should retain the material limitation and responsible body. feasibility and material, limitation, responsible in Education Planning in Cities Receiving Large Migrant Populations require ### 95.

remedy and transition, learner, burden in Education Planning in Cities Receiving Large Migrant Populations require ### 96. Capacity to connect evidence with delivery, unequal effect and correction. The risk is that joint plans can rely on unfunded services or temporary projects with no receiving capacity. A competent body should cost each function, dependency, transition and learner burden.

Capacity to connect evidence with delivery, unequal effect and correction. Review of capacity should determine which staff, time, finance and facilities make delivery feasible. It should verify workload, competence and dependency and acknowledge that an unfunded shared task should remain visible as a risk. Personal and protection information should remain lawfully controlled. The conclusion should retain the material limitation and responsible body. capacity and material, limitation, responsible in Education Planning in Cities Receiving Large Migrant Populations require ### 96.

Capacity to connect evidence with delivery, unequal effect and correction. Correction should address the actual failure: identification, handover, capacity, delay, communication, service quality or follow-up. Additional coordination activity may not resolve it. The conclusion should retain the material limitation and responsible body. comparability and material, limitation, responsible in Education Planning in Cities Receiving Large Migrant Populations require ### 96.

equity and transition, learner, burden in Education Planning in Cities Receiving Large Migrant Populations require ### 97. Evidence to connect evidence with delivery, unequal effect and correction. Where joint plans can rely on unfunded services or temporary projects with no receiving capacity, institutional reporting can overstate both reach and protection. Authorities should cost each function, dependency, transition and learner burden.

Evidence to connect evidence with delivery, unequal effect and correction. For evidence, bodies should identify which dated record demonstrates operation and limitation and should use service, institution and affected-person evidence. Any conclusion must respect that plans and aggregate activity do not establish effective coordination. The conclusion should retain the material limitation and responsible body. authority and material, limitation, responsible in Education Planning in Cities Receiving Large Migrant Populations require ### 97.

Evidence to connect evidence with delivery, unequal effect and correction. The final account should show whether the learner received a timely and appropriate service and whether education access, participation and continuity were protected. The conclusion should retain the material limitation and responsible body. distribution and material, limitation, responsible in Education Planning in Cities Receiving Large Migrant Populations require ### 97.

Protection to connect evidence with delivery, unequal effect and correction. In finance and service capacity, cross-sector coordination should secure the resources and recurrent commitments required across participating bodies. The principal risk is that joint plans can rely on unfunded services or temporary projects with no receiving capacity. Authorities should therefore cost each function, dependency, transition and learner burden. The implication for referral and correction should be recorded. coverage and correction, should, recorded in Education Planning in Cities Receiving Large Migrant Populations require ### 98.

Protection to connect evidence with delivery, unequal effect and correction. The protection test asks which safety, privacy and professional boundaries govern action. Participating bodies should minimise data and retain qualified judgement. The governing proposition is that information sharing should not create avoidable harm. The record should identify population, service, authority, status and date. The conclusion should retain the material limitation and responsible body. feasibility and material, limitation, responsible in Education Planning in Cities Receiving Large Migrant Populations require ### 98.

Uncertainty concerning connect evidence with delivery determines whether Protection supports a bounded finding and corrective responsibility. Coordination is valuable when it changes the learner-facing service. Institutional contact, meetings and referral counts are intermediate evidence rather than final outcomes. The implication for referral and correction should be recorded. uncertainty and correction, should, recorded in Education Planning in Cities Receiving Large Migrant Populations require ### 98.

capacity and transition, learner, burden in Education Planning in Cities Receiving Large Migrant Populations require ### 99. Monitoring to connect evidence with delivery, unequal effect and correction. In this domain, joint plans can rely on unfunded services or temporary projects with no receiving capacity. The immediate improvement response is to cost each function, dependency, transition and learner burden.

Monitoring to connect evidence with delivery, unequal effect and correction. A credible arrangement should establish which indicators show receipt, delay, unmet need and education consequence and should track the complete pathway and complaints, recognising that referral volume alone does not establish benefit. Local evidence should be capable of changing a central account of service availability. The conclusion should retain the material limitation and responsible body. comparability and material, limitation, responsible in Education Planning in Cities Receiving Large Migrant Populations require ### 99.

Continuity concerning body should not close determines whether Monitoring supports a bounded finding and corrective responsibility. Where a receiving service is unavailable, the referring body should not close the case administratively. Interim protection, escalation and education continuity should be stated. The implication for referral and correction should be recorded. continuity and correction, should, recorded in Education Planning in Cities Receiving Large Migrant Populations require ### 99.

Authority concerning and recurrent commitments required determines whether Review supports a bounded finding and corrective responsibility. The protected public interest in finance and service capacity concerns the resources and recurrent commitments required across participating bodies. If joint plans can rely on unfunded services or temporary projects with no receiving capacity, shared action can produce a gap rather than an integrated response. The required course is to cost each function, dependency, transition and learner burden. The implication for referral and correction should be recorded. authority and correction, should, recorded in Education Planning in Cities Receiving Large Migrant Populations require ### 100.

Review to connect evidence with delivery, unequal effect and correction. Under review, review concerns how failure changes protocol, resource and responsibility. Authorities should assign correction, deadline and verification, subject to the principle that repeated coordination language should not substitute for accountable improvement. Reasons should remain proportionate to the consequence and competence of each body. The conclusion should retain the material limitation and responsible body. distribution and material, limitation, responsible in Education Planning in Cities Receiving Large Migrant Populations require ### 100.

Timing concerning unequal effect and correction determines whether Review supports a bounded finding and corrective responsibility. Learners and families should not be required to navigate institutional boundaries that public bodies can resolve through an authorised pathway. The implication for referral and correction should be recorded. timing and correction, should, recorded in Education Planning in Cities Receiving Large Migrant Populations require ### 100.

uncertainty and formats, feedback, reasons in Education Planning in Cities Receiving Large Migrant Populations require ### 101. Improvement proposition to connect evidence with delivery, unequal effect and correction. The principal risk is that technical coordination can proceed without accessible information or meaningful affected-person evidence. Authorities should provide languages, formats, safe feedback and reasons.[REF-11]

capacity and formats, feedback, reasons in Education Planning in Cities Receiving Large Migrant Populations require ### 102. Mandate to connect evidence with delivery, unequal effect and correction. The risk is that technical coordination can proceed without accessible information or meaningful affected-person evidence. A competent body should provide languages, formats, safe feedback and reasons.

Mandate to connect evidence with delivery, unequal effect and correction. Review of mandate should determine which body has authority and duty for the decision. It should state primary and supporting roles and acknowledge that coordination supplements rather than erases sector responsibility. Personal and protection information should remain lawfully controlled. The conclusion should retain the material limitation and responsible body. comparability and material, limitation, responsible in Education Planning in Cities Receiving Large Migrant Populations require ### 102.

Continuity concerning to connect evidence with determines whether Mandate supports a bounded finding and corrective responsibility. Correction should address the actual failure: identification, handover, capacity, delay, communication, service quality or follow-up. Additional coordination activity may not resolve it. The implication for referral and correction should be recorded. continuity and correction, should, recorded in Education Planning in Cities Receiving Large Migrant Populations require ### 102.

authority and formats, feedback, reasons in Education Planning in Cities Receiving Large Migrant Populations require ### 103. Minimum service to connect evidence with delivery, unequal effect and correction. Where technical coordination can proceed without accessible information or meaningful affected-person evidence, institutional reporting can overstate both reach and protection. Authorities should provide languages, formats, safe feedback and reasons.

Minimum service to connect evidence with delivery, unequal effect and correction. For minimum service, bodies should identify which learner-facing condition should be present and should define standard, scope and competent verifier. Any conclusion must respect that a meeting or agreement is not itself a service. The conclusion should retain the material limitation and responsible body. distribution and material, limitation, responsible in Education Planning in Cities Receiving Large Migrant Populations require ### 103.

Timing concerning show whether the learner determines whether Minimum service supports a bounded finding and corrective responsibility. The final account should show whether the learner received a timely and appropriate service and whether education access, participation and continuity were protected. The implication for referral and correction should be recorded. timing and correction, should, recorded in Education Planning in Cities Receiving Large Migrant Populations require ### 103.

feasibility and formats, feedback, reasons in Education Planning in Cities Receiving Large Migrant Populations require ### 104. Pathway to connect evidence with delivery, unequal effect and correction. The principal risk is that technical coordination can proceed without accessible information or meaningful affected-person evidence. Authorities should therefore provide languages, formats, safe feedback and reasons.

Pathway to connect evidence with delivery, unequal effect and correction. The pathway test asks how a learner moves from identification through response and follow-up. Participating bodies should map trigger, handover, receipt and closure. The governing proposition is that referral is incomplete when receiving capacity is unknown. The record should identify population, service, authority, status and date. The conclusion should retain the material limitation and responsible body. uncertainty and material, limitation, responsible in Education Planning in Cities Receiving Large Migrant Populations require ### 104.

Remedy concerning with delivery unequal effect determines whether Pathway supports a bounded finding and corrective responsibility. Coordination is valuable when it changes the learner-facing service. Institutional contact, meetings and referral counts are intermediate evidence rather than final outcomes. Any departure should be justified by competence and evidence. remedy and justified, competence, evidence in Education Planning in Cities Receiving Large Migrant Populations require ### 104.

comparability and formats, feedback, reasons in Education Planning in Cities Receiving Large Migrant Populations require ### 105. Equity to connect evidence with delivery, unequal effect and correction. In this domain, technical coordination can proceed without accessible information or meaningful affected-person evidence. The immediate improvement response is to provide languages, formats, safe feedback and reasons.

continuity and material, limitation, responsible in Education Planning in Cities Receiving Large Migrant Populations require ### 105. Equity to connect evidence with delivery, unequal effect and correction. A credible arrangement should establish which learners cannot use the ordinary pathway and should test disability, language, status, geography and cost, recognising that equal procedure does not establish equal access. Local evidence should be capable of changing a central account of service availability. The conclusion should retain the material limitation and responsible body.

Equity concerning referring body should not determines whether Equity supports a bounded finding and corrective responsibility. Where a receiving service is unavailable, the referring body should not close the case administratively. Interim protection, escalation and education continuity should be stated. Any departure should be justified by competence and evidence. equity and justified, competence, evidence in Education Planning in Cities Receiving Large Migrant Populations require ### 105.

distribution and formats, feedback, reasons in Education Planning in Cities Receiving Large Migrant Populations require ### 106. Capacity to connect evidence with delivery, unequal effect and correction. If technical coordination can proceed without accessible information or meaningful affected-person evidence, shared action can produce a gap rather than an integrated response. The required course is to provide languages, formats, safe feedback and reasons.

Capacity to connect evidence with delivery, unequal effect and correction. Under capacity, review concerns which staff, time, finance and facilities make delivery feasible. Authorities should verify workload, competence and dependency, subject to the principle that an unfunded shared task should remain visible as a risk. Reasons should remain proportionate to the consequence and competence of each body. The conclusion should retain the material limitation and responsible body. timing and material, limitation, responsible in Education Planning in Cities Receiving Large Migrant Populations require ### 106.

Coverage concerning to navigate institutional boundaries determines whether Capacity supports a bounded finding and corrective responsibility. Learners and families should not be required to navigate institutional boundaries that public bodies can resolve through an authorised pathway. Any departure should be justified by competence and evidence. coverage and justified, competence, evidence in Education Planning in Cities Receiving Large Migrant Populations require ### 106.

uncertainty and formats, feedback, reasons in Education Planning in Cities Receiving Large Migrant Populations require ### 107. Evidence to connect evidence with delivery, unequal effect and correction. A foreseeable failure arises where technical coordination can proceed without accessible information or meaningful affected-person evidence. Participating bodies should provide languages, formats, safe feedback and reasons.

Evidence to connect evidence with delivery, unequal effect and correction. The evidence standard requires consideration of which dated record demonstrates operation and limitation. Decision-makers should use service, institution and affected-person evidence, because plans and aggregate activity do not establish effective coordination. Dependencies on temporary finance, personal contacts or unavailable specialists should be explicit. The conclusion should retain the material limitation and responsible body. remedy and material, limitation, responsible in Education Planning in Cities Receiving Large Migrant Populations require ### 107.

Capacity concerning to connect evidence with determines whether Evidence supports a bounded finding and corrective responsibility. The arrangement should be tested under ordinary and disrupted conditions. A pathway dependent on one person or system requires a controlled alternative. The implication for referral and correction should be recorded. capacity and correction, should, recorded in Education Planning in Cities Receiving Large Migrant Populations require ### 107.

Protection to connect evidence with delivery, unequal effect and correction. Participation and communication requires explicit improvement control because it concerns the involvement and information needed for learners, families, staff and communities to use services. The risk is that technical coordination can proceed without accessible information or meaningful affected-person evidence. A competent body should provide languages, formats, safe feedback and reasons. The implication for referral and correction should be recorded. continuity and correction, should, recorded in Education Planning in Cities Receiving Large Migrant Populations require ### 108.

Protection to connect evidence with delivery, unequal effect and correction. Review of protection should determine which safety, privacy and professional boundaries govern action. It should minimise data and retain qualified judgement and acknowledge that information sharing should not create avoidable harm. Personal and protection information should remain lawfully controlled. The conclusion should retain the material limitation and responsible body. equity and material, limitation, responsible in Education Planning in Cities Receiving Large Migrant Populations require ### 108.

Authority concerning correction should address the determines whether Protection supports a bounded finding and corrective responsibility. Correction should address the actual failure: identification, handover, capacity, delay, communication, service quality or follow-up. Additional coordination activity may not resolve it. Any departure should be justified by competence and evidence. authority and justified, competence, evidence in Education Planning in Cities Receiving Large Migrant Populations require ### 108.

Timing concerning evidence with delivery unequal determines whether Monitoring supports a bounded finding and corrective responsibility. The public purpose of participation and communication is the credible provision of the involvement and information needed for learners, families, staff and communities to use services. Where technical coordination can proceed without accessible information or meaningful affected-person evidence, institutional reporting can overstate both reach and protection. Authorities should provide languages, formats, safe feedback and reasons. The implication for referral and correction should be recorded. timing and correction, should, recorded in Education Planning in Cities Receiving Large Migrant Populations require ### 109.

Monitoring to connect evidence with delivery, unequal effect and correction. For monitoring, bodies should identify which indicators show receipt, delay, unmet need and education consequence and should track the complete pathway and complaints. Any conclusion must respect that referral volume alone does not establish benefit. The conclusion should retain the material limitation and responsible body. coverage and material, limitation, responsible in Education Planning in Cities Receiving Large Migrant Populations require ### 109.

Feasibility concerning by competence and evidence determines whether Monitoring supports a bounded finding and corrective responsibility. The final account should show whether the learner received a timely and appropriate service and whether education access, participation and continuity were protected. Any departure should be justified by competence and evidence. feasibility and justified, competence, evidence in Education Planning in Cities Receiving Large Migrant Populations require ### 109.

Review to connect evidence with delivery, unequal effect and correction. In participation and communication, cross-sector coordination should secure the involvement and information needed for learners, families, staff and communities to use services. The principal risk is that technical coordination can proceed without accessible information or meaningful affected-person evidence. Authorities should therefore provide languages, formats, safe feedback and reasons. The implication for referral and correction should be recorded. remedy and correction, should, recorded in Education Planning in Cities Receiving Large Migrant Populations require ### 110.

Review to connect evidence with delivery, unequal effect and correction. The review test asks how failure changes protocol, resource and responsibility. Participating bodies should assign correction, deadline and verification. The governing proposition is that repeated coordination language should not substitute for accountable improvement. The record should identify population, service, authority, status and date. The conclusion should retain the material limitation and responsible body. capacity and material, limitation, responsible in Education Planning in Cities Receiving Large Migrant Populations require ### 110.

Review to connect evidence with delivery, unequal effect and correction. Coordination is valuable when it changes the learner-facing service. Institutional contact, meetings and referral counts are intermediate evidence rather than final outcomes. The conclusion should retain the material limitation and responsible body. comparability and material, limitation, responsible in Education Planning in Cities Receiving Large Migrant Populations require ### 110.

authority and pathways, revise, responsibilities in Education Planning in Cities Receiving Large Migrant Populations require ### 111. Improvement proposition to connect evidence with delivery, unequal effect and correction. The principal risk is that arrangements can fail when ordinary contacts, sites or services are unavailable. Authorities should prepare alternatives, test pathways, track unmet need and revise responsibilities.[REF-12]

timing and pathways, revise, responsibilities in Education Planning in Cities Receiving Large Migrant Populations require ### 112. Mandate to connect evidence with delivery, unequal effect and correction. If arrangements can fail when ordinary contacts, sites or services are unavailable, shared action can produce a gap rather than an integrated response. The required course is to prepare alternatives, test pathways, track unmet need and revise responsibilities.

Mandate to connect evidence with delivery, unequal effect and correction. Under mandate, review concerns which body has authority and duty for the decision. Authorities should state primary and supporting roles, subject to the principle that coordination supplements rather than erases sector responsibility. Reasons should remain proportionate to the consequence and competence of each body. The conclusion should retain the material limitation and responsible body. coverage and material, limitation, responsible in Education Planning in Cities Receiving Large Migrant Populations require ### 112.

Feasibility concerning connect evidence with delivery determines whether Mandate supports a bounded finding and corrective responsibility. Learners and families should not be required to navigate institutional boundaries that public bodies can resolve through an authorised pathway. The conclusion should retain the material limitation and responsible body. feasibility and material, limitation, responsible in Education Planning in Cities Receiving Large Migrant Populations require ### 112.

remedy and pathways, revise, responsibilities in Education Planning in Cities Receiving Large Migrant Populations require ### 113. Minimum service to connect evidence with delivery, unequal effect and correction. A foreseeable failure arises where arrangements can fail when ordinary contacts, sites or services are unavailable. Participating bodies should prepare alternatives, test pathways, track unmet need and revise responsibilities.

Capacity concerning contacts or unavailable specialists determines whether Minimum service supports a bounded finding and corrective responsibility. The minimum service standard requires consideration of which learner-facing condition should be present. Decision-makers should define standard, scope and competent verifier, because a meeting or agreement is not itself a service. Dependencies on temporary finance, personal contacts or unavailable specialists should be explicit. The conclusion should retain the material limitation and responsible body. capacity and material, limitation, responsible in Education Planning in Cities Receiving Large Migrant Populations require ### 113.

Comparability concerning justified by competence and determines whether Minimum service supports a bounded finding and corrective responsibility. The arrangement should be tested under ordinary and disrupted conditions. A pathway dependent on one person or system requires a controlled alternative. Any departure should be justified by competence and evidence. comparability and justified, competence, evidence in Education Planning in Cities Receiving Large Migrant Populations require ### 113.

equity and pathways, revise, responsibilities in Education Planning in Cities Receiving Large Migrant Populations require ### 114. Pathway to connect evidence with delivery, unequal effect and correction. The risk is that arrangements can fail when ordinary contacts, sites or services are unavailable. A competent body should prepare alternatives, test pathways, track unmet need and revise responsibilities.

Pathway to connect evidence with delivery, unequal effect and correction. Review of pathway should determine how a learner moves from identification through response and follow-up. It should map trigger, handover, receipt and closure and acknowledge that referral is incomplete when receiving capacity is unknown. Personal and protection information should remain lawfully controlled. The conclusion should retain the material limitation and responsible body. authority and material, limitation, responsible in Education Planning in Cities Receiving Large Migrant Populations require ### 114.

Distribution concerning limitation responsible in education determines whether Pathway supports a bounded finding and corrective responsibility. Correction should address the actual failure: identification, handover, capacity, delay, communication, service quality or follow-up. Additional coordination activity may not resolve it. The conclusion should retain the material limitation and responsible body. distribution and material, limitation, responsible in Education Planning in Cities Receiving Large Migrant Populations require ### 114.

coverage and pathways, revise, responsibilities in Education Planning in Cities Receiving Large Migrant Populations require ### 115. Equity to connect evidence with delivery, unequal effect and correction. Where arrangements can fail when ordinary contacts, sites or services are unavailable, institutional reporting can overstate both reach and protection. Authorities should prepare alternatives, test pathways, track unmet need and revise responsibilities.

Equity to connect evidence with delivery, unequal effect and correction. For equity, bodies should identify which learners cannot use the ordinary pathway and should test disability, language, status, geography and cost. Any conclusion must respect that equal procedure does not establish equal access. The conclusion should retain the material limitation and responsible body. feasibility and material, limitation, responsible in Education Planning in Cities Receiving Large Migrant Populations require ### 115.

Uncertainty concerning timely and appropriate service determines whether Equity supports a bounded finding and corrective responsibility. The final account should show whether the learner received a timely and appropriate service and whether education access, participation and continuity were protected. The conclusion should retain the material limitation and responsible body. uncertainty and material, limitation, responsible in Education Planning in Cities Receiving Large Migrant Populations require ### 115.

capacity and pathways, revise, responsibilities in Education Planning in Cities Receiving Large Migrant Populations require ### 116. Capacity to connect evidence with delivery, unequal effect and correction. The principal risk is that arrangements can fail when ordinary contacts, sites or services are unavailable. Authorities should therefore prepare alternatives, test pathways, track unmet need and revise responsibilities.

Capacity to connect evidence with delivery, unequal effect and correction. The capacity test asks which staff, time, finance and facilities make delivery feasible. Participating bodies should verify workload, competence and dependency. The governing proposition is that an unfunded shared task should remain visible as a risk. The record should identify population, service, authority, status and date. The conclusion should retain the material limitation and responsible body. comparability and material, limitation, responsible in Education Planning in Cities Receiving Large Migrant Populations require ### 116.

Continuity concerning changes the learner facing determines whether Capacity supports a bounded finding and corrective responsibility. Coordination is valuable when it changes the learner-facing service. Institutional contact, meetings and referral counts are intermediate evidence rather than final outcomes. The implication for referral and correction should be recorded. continuity and correction, should, recorded in Education Planning in Cities Receiving Large Migrant Populations require ### 116.

authority and pathways, revise, responsibilities in Education Planning in Cities Receiving Large Migrant Populations require ### 117. Evidence to connect evidence with delivery, unequal effect and correction. In this domain, arrangements can fail when ordinary contacts, sites or services are unavailable. The immediate improvement response is to prepare alternatives, test pathways, track unmet need and revise responsibilities.

Evidence to connect evidence with delivery, unequal effect and correction. A credible arrangement should establish which dated record demonstrates operation and limitation and should use service, institution and affected-person evidence, recognising that plans and aggregate activity do not establish effective coordination. Local evidence should be capable of changing a central account of service availability. The conclusion should retain the material limitation and responsible body. distribution and material, limitation, responsible in Education Planning in Cities Receiving Large Migrant Populations require ### 117.

Timing concerning evidence with delivery unequal determines whether Evidence supports a bounded finding and corrective responsibility. Where a receiving service is unavailable, the referring body should not close the case administratively. Interim protection, escalation and education continuity should be stated. The conclusion should retain the material limitation and responsible body. timing and material, limitation, responsible in Education Planning in Cities Receiving Large Migrant Populations require ### 117.

Feasibility concerning during disruption and recovery determines whether Protection supports a bounded finding and corrective responsibility. The protected public interest in continuity, emergency and improvement concerns the operation, monitoring and correction of coordination during disruption and recovery. If arrangements can fail when ordinary contacts, sites or services are unavailable, shared action can produce a gap rather than an integrated response. The required course is to prepare alternatives, test pathways, track unmet need and revise responsibilities. The implication for referral and correction should be recorded. feasibility and correction, should, recorded in Education Planning in Cities Receiving Large Migrant Populations require ### 118.

Protection to connect evidence with delivery, unequal effect and correction. Under protection, review concerns which safety, privacy and professional boundaries govern action. Authorities should minimise data and retain qualified judgement, subject to the principle that information sharing should not create avoidable harm. Reasons should remain proportionate to the consequence and competence of each body. The conclusion should retain the material limitation and responsible body. uncertainty and material, limitation, responsible in Education Planning in Cities Receiving Large Migrant Populations require ### 118.

Remedy concerning planning in cities receiving determines whether Protection supports a bounded finding and corrective responsibility. Learners and families should not be required to navigate institutional boundaries that public bodies can resolve through an authorised pathway. The implication for referral and correction should be recorded. remedy and correction, should, recorded in Education Planning in Cities Receiving Large Migrant Populations require ### 118.

Comparability concerning foreseeable failure arises where determines whether Monitoring supports a bounded finding and corrective responsibility. Planning for continuity, emergency and improvement should begin with the operation, monitoring and correction of coordination during disruption and recovery. A foreseeable failure arises where arrangements can fail when ordinary contacts, sites or services are unavailable. Participating bodies should prepare alternatives, test pathways, track unmet need and revise responsibilities. The implication for referral and correction should be recorded. comparability and correction, should, recorded in Education Planning in Cities Receiving Large Migrant Populations require ### 119.

continuity and material, limitation, responsible in Education Planning in Cities Receiving Large Migrant Populations require ### 119. Monitoring to connect evidence with delivery, unequal effect and correction. The monitoring standard requires consideration of which indicators show receipt, delay, unmet need and education consequence. Decision-makers should track the complete pathway and complaints, because referral volume alone does not establish benefit. Dependencies on temporary finance, personal contacts or unavailable specialists should be explicit. The conclusion should retain the material limitation and responsible body.

Equity concerning responsible in education planning determines whether Monitoring supports a bounded finding and corrective responsibility. The arrangement should be tested under ordinary and disrupted conditions. A pathway dependent on one person or system requires a controlled alternative. The conclusion should retain the material limitation and responsible body. equity and material, limitation, responsible in Education Planning in Cities Receiving Large Migrant Populations require ### 119.

Review to connect evidence with delivery, unequal effect and correction. Continuity, emergency and improvement requires explicit improvement control because it concerns the operation, monitoring and correction of coordination during disruption and recovery. The risk is that arrangements can fail when ordinary contacts, sites or services are unavailable. A competent body should prepare alternatives, test pathways, track unmet need and revise responsibilities. The implication for referral and correction should be recorded. distribution and correction, should, recorded in Education Planning in Cities Receiving Large Migrant Populations require ### 120.

Review to connect evidence with delivery, unequal effect and correction. Review of review should determine how failure changes protocol, resource and responsibility. It should assign correction, deadline and verification and acknowledge that repeated coordination language should not substitute for accountable improvement. Personal and protection information should remain lawfully controlled. The conclusion should retain the material limitation and responsible body. timing and material, limitation, responsible in Education Planning in Cities Receiving Large Migrant Populations require ### 120.

Coverage concerning service quality or follow determines whether Review supports a bounded finding and corrective responsibility. Correction should address the actual failure: identification, handover, capacity, delay, communication, service quality or follow-up. Additional coordination activity may not resolve it. The implication for referral and correction should be recorded. coverage and correction, should, recorded in Education Planning in Cities Receiving Large Migrant Populations require ### 120.

remedy and usable, during, disruption in Education Planning in Cities Receiving Large Migrant Populations require ### 121. A complete pathway to connect evidence with delivery, unequal effect and correction. It should remain usable during disruption.

comparability and should, assigned, correction in Education Planning in Cities Receiving Large Migrant Populations require ### 122. Evidence for improvement to connect evidence with delivery, unequal effect and correction. Delay, refusal, inaccessible procedure and unmet need should lead to assigned correction.

equity and learner, public, interest in Education Planning in Cities Receiving Large Migrant Populations require ### 123. Final conclusion to connect evidence with delivery, unequal effect and correction. Shared action should strengthen rather than diffuse responsibility and should remain answerable to the learner and the public interest.

timing and reason, withhold, available in Education Planning in Cities Receiving Large Migrant Populations require ### 124. Entry without avoidable delay to connect evidence with delivery, unequal effect and correction. The entry decision should distinguish identity, legal entitlement, prior education and current support need. Each may require different evidence and authority. A school or college should not impose a documentation condition that is not required by the competent public body, and uncertainty about prior attainment should not become a reason to withhold an available place.[REF-01] [REF-03] [REF-33]

coverage and unusable, particular, population in Education Planning in Cities Receiving Large Migrant Populations require ### 124. Entry without avoidable delay to connect evidence with delivery, unequal effect and correction. Timeliness is educational: a technically favourable decision made after a prolonged absence can still produce serious loss. Monitoring should report waiting time and unresolved cases as well as admissions and should examine whether language, disability, status, cost or distance makes the procedure unusable for a particular population.[REF-07] [REF-23]

feasibility and factual, refusal, reviewed in Education Planning in Cities Receiving Large Migrant Populations require ### 124. Entry without avoidable delay to connect evidence with delivery, unequal effect and correction. Consequential instructions may require interpretation, accessible format and an identified contact. Children should not routinely interpret legal, safeguarding or placement decisions for adults. The procedure should explain what information is required, why it is used, who may receive it and how a factual error or refusal can be reviewed.[REF-04] [REF-10]

uncertainty and authority, completes, decision in Education Planning in Cities Receiving Large Migrant Populations require ### 124. Entry without avoidable delay to connect evidence with delivery, unequal effect and correction. A learner can receive orientation, safe participation and suitable learning activity without prejudging final placement or recognition. Interim provision should be time-bound and reviewed; it should not become a lower track in which learners remain because no authority completes the decision.[REF-08] [REF-19]

capacity and confirmation, institutional, assessment in Education Planning in Cities Receiving Large Migrant Populations require ### 125. Reconstructing an education history to connect evidence with delivery, unequal effect and correction. It may include languages used, years and periods of participation, curricula, subjects, work samples, assessments, qualifications, vocational experience, informal learning and interruption. Reconstruction should collect only information relevant to placement, support, recognition or progression and should distinguish learner account, document, third-party confirmation and institutional assessment.[REF-06] [REF-12]

comparability and review, actual, participation in Education Planning in Cities Receiving Large Migrant Populations require ### 125. Reconstructing an education history to connect evidence with delivery, unequal effect and correction. Conflict, displacement, school closure, unsafe contact or administrative difference may explain absence. The institution should identify safe alternatives and avoid requiring contact with an authority where doing so may expose the learner or family to risk. Any provisional judgement should state uncertainty and the date for review after actual participation.[REF-21] [REF-32]

continuity and restart, education, default in Education Planning in Cities Receiving Large Migrant Populations require ### 125. Reconstructing an education history to connect evidence with delivery, unequal effect and correction. Grade names, credit hours, programme duration and marks can have different institutional meanings. Translation establishes linguistic access but not educational equivalence. Staff should examine level, content, learning outcomes, assessment and rights attached to the record. Where exact matching is impossible, the institution should seek the placement that preserves progression and identify bounded learning needs rather than restart education by default.[REF-09] [REF-13]

equity and status, beyond, necessity in Education Planning in Cities Receiving Large Migrant Populations require ### 125. Reconstructing an education history to connect evidence with delivery, unequal effect and correction. Ordinary teaching staff may need prior learning and support information but not details of an asylum claim or protection case. Access, transfer and retention should follow authorised roles. A portable education record should support continuity without becoming an instrument of immigration control or exposing status beyond necessity.[REF-06] [REF-07]

distribution and initial, participation, period in Education Planning in Cities Receiving Large Migrant Populations require ### 126. Placement and the first period of participation to connect evidence with delivery, unequal effect and correction. A single test rarely answers all these questions. Language proficiency should be separated from subject knowledge; unfamiliar item formats should not be mistaken for absent capability. Decisions should draw on records where available, learner and family accounts, work samples, accessible assessment and observation during an initial participation period.[REF-08] [REF-14]

timing and curriculum, recognised, progression in Education Planning in Cities Receiving Large Migrant Populations require ### 126. Placement and the first period of participation to connect evidence with delivery, unequal effect and correction. Where a lower placement is considered necessary, the institution should state the educational reason, support plan, intended duration and route to review. A learner should not remain indefinitely in a preparatory programme without access to the wider curriculum, peers and recognised progression.[REF-04] [REF-11]

coverage and receive, understandable, reasons in Education Planning in Cities Receiving Large Migrant Populations require ### 126. Placement and the first period of participation to connect evidence with delivery, unequal effect and correction. Teachers should receive a concise account of evidence and uncertainty and should record access to the curriculum, language demands, strengths, specific gaps and support response. Review should occur after enough ordinary participation to observe capability but soon enough to correct a harmful placement. The learner should be heard and receive understandable reasons.[REF-05] [REF-10]

feasibility and gatekeeping, certification, decision in Education Planning in Cities Receiving Large Migrant Populations require ### 126. Placement and the first period of participation to connect evidence with delivery, unequal effect and correction. Additional time, alternative format, interpretation of instructions or assessment in a more familiar language may be appropriate depending on purpose. The institution should record the accommodation and resulting limitation. An assessment designed for instructional planning should not silently become a gatekeeping or certification decision.[REF-13] [REF-35]

remedy and intended, capability, improved in Education Planning in Cities Receiving Large Migrant Populations require ### 127. Bridging support without segregation to connect evidence with delivery, unequal effect and correction. Language instruction, curriculum orientation, foundational learning, study skills, psychosocial support and guidance may be needed in different combinations. The support plan should state its educational objective, intensity, responsible staff, relation to the main programme and review condition. Attendance at support is not evidence that the intended capability improved.[REF-15] [REF-17]

capacity and learner, participant, decision in Education Planning in Cities Receiving Large Migrant Populations require ### 127. Bridging support without segregation to connect evidence with delivery, unequal effect and correction. Multilingualism, knowledge acquired in another curriculum, vocational experience and informal learning can contribute to progress. A deficit-only account can lower expectations and overlook peer, family and community resources. Recognition of strengths does not remove the duty to address specific gaps; it makes instruction more accurate and respects the learner as a participant in the decision.[REF-04] [REF-09]

comparability and escalated, public, authority in Education Planning in Cities Receiving Large Migrant Populations require ### 127. Bridging support without segregation to connect evidence with delivery, unequal effect and correction. General encouragement to differentiate cannot compensate for excessive class size, absent language support or unavailable referral services. Institutional leaders should identify which adaptations belong within ordinary teaching, which require additional expertise and which dependency must be escalated to a public authority.[REF-16] [REF-18]

continuity and segregation, benefits, learner in Education Planning in Cities Receiving Large Migrant Populations require ### 127. Bridging support without segregation to connect evidence with delivery, unequal effect and correction. It should not deny the wider curriculum, peer contact, facilities or recognised assessment. Exit criteria should be educational, transparent and reviewed; inability to provide support in the ordinary programme is not by itself evidence that continued segregation benefits the learner.[REF-08] [REF-10]

authority and accepted, unnecessary, repetition in Education Planning in Cities Receiving Large Migrant Populations require ### 128. Recognition, progression and verified improvement to connect evidence with delivery, unequal effect and correction. Evidence sufficient for one purpose may not settle another. The institution should state the standard applied, comparison undertaken, missing evidence, additional requirement and route to review. A partial recognition decision should preserve the learning accepted and avoid unnecessary repetition.[REF-09] [REF-14]

This report uses only instruments and evidence available by 6 November 2019. At that date, later adoption of a global convention on the recognition of qualifications concerning higher education had not occurred and is neither used nor implied. Recognition practice is interpreted from the applicable earlier instruments, public duties and contemporaneous refugee and education evidence. The temporal boundary is material because a later legal instrument cannot be represented as governing an earlier institutional decision.

timing and public, exposure, disappearance in Education Planning in Cities Receiving Large Migrant Populations require ### 128. Recognition, progression and verified improvement to connect evidence with delivery, unequal effect and correction. Aggregate admission can conceal placement below age, repeated courses, exclusion from examinations or an unrecognised endpoint. Institutions should compare results by relevant entry-history characteristics only where lawful, safe and statistically supportable. Small populations require protected review rather than public exposure or disappearance.[REF-23] [REF-24]

coverage and assigned, capable, remedy in Education Planning in Cities Receiving Large Migrant Populations require ### 128. Recognition, progression and verified improvement to connect evidence with delivery, unequal effect and correction. The learner-level review asks whether entry was timely, placement appropriate, support usable and progression recognised. The institutional review asks whether procedures, staff and records operate consistently. The system review asks whether law, finance, capacity and inter-institutional transfer enable continuity. A finding should be assigned to the level capable of remedy.[REF-18] [REF-27]

feasibility and education, functioning, correct in Education Planning in Cities Receiving Large Migrant Populations require ### 128. Recognition, progression and verified improvement to connect evidence with delivery, unequal effect and correction. It should preserve disagreement and correction. Success is not the completion of an intake form or bridging course; it is continuity into suitable, recognised education with a functioning route to correct error.[REF-08] [REF-12]

capacity and institution, review, applicable in Education Planning in Cities Receiving Large Migrant Populations require ### 129. A coordination mandate with bounded authority to connect evidence with delivery, unequal effect and correction. Coordination can clarify comparable procedures, transfer evidence and organise joint capacity; it should not create an unaccountable body between the learner and the authority legally responsible for admission or support. Each decision should remain attributable to a competent institution, with a review route under applicable law.[REF-18] [REF-27]

comparability and educational, consequence, difference in Education Planning in Cities Receiving Large Migrant Populations require ### 129. A coordination mandate with bounded authority to connect evidence with delivery, unequal effect and correction. Timely access, non-discrimination, safe handling of records and reasoned placement can support a common regional expectation even where curricula, grade structures and qualification systems differ. Common wording should not imply that unlike programmes are identical. The coordination record should identify the national definition used and the educational consequence of any difference.[REF-03] [REF-09]

continuity and status, outside, competence in Education Planning in Cities Receiving Large Migrant Populations require ### 129. A coordination mandate with bounded authority to connect evidence with delivery, unequal effect and correction. The mandate should specify data roles, confidentiality, escalation and correction. A school should be able to obtain the information needed for continuity without becoming responsible for deciding legal status outside its competence.[REF-06] [REF-07]

authority and treatment, consistent, portable in Education Planning in Cities Receiving Large Migrant Populations require ### 130. Coordinated placement and review to connect evidence with delivery, unequal effect and correction. It can require attention to age, prior participation, curriculum relation, language and learner evidence; prohibit automatic downgrading solely because documents are missing; and require review after ordinary participation. National authorities should retain the decision while using regional guidance to make treatment more consistent and portable.[REF-08] [REF-14]

distribution and receiving, educational, judgement in Education Planning in Cities Receiving Large Migrant Populations require ### 130. Coordinated placement and review to connect evidence with delivery, unequal effect and correction. The receiving institution should set an interim placement, record uncertainty and establish a review date. Where authorities exchange advice, the record should distinguish factual confirmation from the receiving body's educational judgement.[REF-12] [REF-21]

timing and complement, administrative, measures in Education Planning in Cities Receiving Large Migrant Populations require ### 130. Coordinated placement and review to connect evidence with delivery, unequal effect and correction. A low number of formal appeals does not establish fair operation if families cannot understand or safely use the route. Learner and family evidence should therefore complement administrative measures.[REF-10] [REF-23]

feasibility and limitation, authorised, access in Education Planning in Cities Receiving Large Migrant Populations require ### 131. Portable education records to connect evidence with delivery, unequal effect and correction. It should not require protection or migration details unnecessary for education. Local systems may retain additional information, but transfer should follow purpose limitation and authorised access.[REF-06] [REF-33]

uncertainty and provide, further, evidence in Education Planning in Cities Receiving Large Migrant Populations require ### 131. Portable education records to connect evidence with delivery, unequal effect and correction. Secure electronic exchange, official contact or document features may support verification, while inaccessible or closed institutions require alternative evidence. Suspicion about a document should not become a general presumption against a nationality or displaced population. The learner should receive reasons and an opportunity to provide further evidence.[REF-07] [REF-09]

remedy and continuity, institutional, accountability in Education Planning in Cities Receiving Large Migrant Populations require ### 131. Portable education records to connect evidence with delivery, unequal effect and correction. If the receiving body identifies an error in name, dates, level or result, the procedure should state which authority can amend the source or attach an authorised correction. A transferred error can multiply across admission, assessment and certification. Revision history protects both continuity and institutional accountability.[REF-12] [REF-18]

comparability and accompany, transferred, result in Education Planning in Cities Receiving Large Migrant Populations require ### 132. Language support across transitions to connect evidence with delivery, unequal effect and correction. A shared profile can help receiving institutions plan support, but proficiency ratings from unlike instruments should not be treated as directly equivalent without evidence. Descriptors, administration conditions and date should accompany any transferred result.[REF-04] [REF-13]

continuity and access, subject, learning in Education Planning in Cities Receiving Large Migrant Populations require ### 132. Language support across transitions to connect evidence with delivery, unequal effect and correction. Coordination can develop teacher resources, interpretation standards and professional exchange, while the responsible authority must finance actual provision. A learner should not remain outside ordinary subjects until an undifferentiated language threshold is reached. Progress review should examine both language development and access to subject learning.[REF-05] [REF-15]

equity and removed, completely, educational in Education Planning in Cities Receiving Large Migrant Populations require ### 132. Language support across transitions to connect evidence with delivery, unequal effect and correction. Where a familiar-language assessment is unavailable, several sources and classroom observation should bound the initial decision. Translation and interpretation should be documented. The purpose is a fair and revisable placement, not a claim that language demands can be removed completely from every educational task.[REF-13] [REF-35]

As at 6 November 2019, the later UNESCO Global Convention on the Recognition of Qualifications concerning Higher Education had not been adopted. This report neither cites nor implies that later outcome. Regional cooperation is assessed through instruments, responsibilities and evidence available by the cut-off, including refugee inclusion commitments and established education and recognition principles.

timing and disappear, regional, average in Education Planning in Cities Receiving Large Migrant Populations require ### 133. Temporal and institutional boundary to connect evidence with delivery, unequal effect and correction. It should distinguish adoption from implementation, advice from binding decision and transmitted record from verified educational equivalence. The least-observed participating jurisdiction or learner group should remain visible rather than disappear from a regional average.[REF-23] [REF-24]

coverage and remedy, regional, pathway in Education Planning in Cities Receiving Large Migrant Populations require ### 133. Temporal and institutional boundary to connect evidence with delivery, unequal effect and correction. Meetings, agreements and exchanges are enabling activities. The public result lies in the learner's access to suitable, recognised education and in a clear authority capable of remedy when the regional pathway fails.[REF-18] [REF-27]

remedy and treating, provisional, statistic in Education Planning in Cities Receiving Large Migrant Populations require ### 134. Planning population and service demand to connect evidence with delivery, unequal effect and correction. The planning population should include children awaiting documentation, living in temporary accommodation or moving between municipalities. Estimates should state date, source and uncertainty, and capacity should be reviewed often enough to respond to movement without treating a provisional count as a final statistic.[REF-21] [REF-23]

capacity and reviewed, against, expansion in Education Planning in Cities Receiving Large Migrant Populations require ### 134. Planning population and service demand to connect evidence with delivery, unequal effect and correction. A citywide surplus can coexist with severe shortages where new residents can afford to live. Planning should examine available places, safe travel, admission boundaries, disability access and language support together. Transporting learners across the city may relieve immediate pressure but can impose cost, time and segregation and should be reviewed against local expansion.[REF-15] [REF-17]

continuity and identifiable, answerable, refusal in Education Planning in Cities Receiving Large Migrant Populations require ### 135. Admission and distribution among schools to connect evidence with delivery, unequal effect and correction. It should name acceptable evidence, alternatives, decision times and an appeal route. A central placement service can distribute demand and provide expertise, but it should not become an additional gate. The receiving school and municipal authority should remain identifiable and answerable for delay or refusal.[REF-03] [REF-18]

equity and support, resources, follow in Education Planning in Cities Receiving Large Migrant Populations require ### 135. Admission and distribution among schools to connect evidence with delivery, unequal effect and correction. Considerations include proximity, sibling links, support capacity, learner preference and continuity. Numerical balance alone is insufficient if placement separates learners into lower programmes or if support resources do not follow them.[REF-08] [REF-10]

distribution and rather, redistributes, scarcity in Education Planning in Cities Receiving Large Migrant Populations require ### 136. Capacity, teachers and language provision to connect evidence with delivery, unequal effect and correction. Additional classrooms require sanitation, safety, materials and authorised staff. Short-term facilities should have an explicit quality standard and transition date. Existing host-community learners should remain within the capacity calculation so that inclusion expands provision rather than redistributes scarcity.[REF-16] [REF-17]

timing and assessed, migrant, status in Education Planning in Cities Receiving Large Migrant Populations require ### 136. Capacity, teachers and language provision to connect evidence with delivery, unequal effect and correction. Municipalities can coordinate specialist teams, interpretation and teacher development across schools, while ordinary teachers require time and usable materials. Newly arrived learners should gain access to subject learning and peers during language development. Support intensity should reflect assessed need, not migrant status alone.[REF-04] [REF-05]

feasibility and finance, recognised, education in Education Planning in Cities Receiving Large Migrant Populations require ### 137. Finance and intergovernmental responsibility to connect evidence with delivery, unequal effect and correction. Funding rules should therefore include timely population updates, an exceptional-response route and clarity over recurrent costs. Pledges, allocations, receipts and expenditure should remain distinct. External or charitable assistance can support immediate provision but should not displace the public responsibility to finance recognised education.[REF-26] [REF-29]

uncertainty and receive, recorded, decision in Education Planning in Cities Receiving Large Migrant Populations require ### 137. Finance and intergovernmental responsibility to connect evidence with delivery, unequal effect and correction. Coordination should assign dependencies and deadlines rather than describe all actors as jointly responsible. A school should be able to escalate a capacity failure to the body controlling finance or establishments and receive a recorded decision.[REF-18] [REF-27]

capacity and automatic, attribution, families in Education Planning in Cities Receiving Large Migrant Populations require ### 138. Urban monitoring and temporal boundary to connect evidence with delivery, unequal effect and correction. Publication should avoid disclosure in small communities. Complaints, transfers and non-attendance can reveal inaccessible procedures or hostile conditions and should lead to investigation rather than automatic attribution to families.[REF-10] [REF-24]

As at 6 November 2019, the UNESCO Global Convention on the Recognition of Qualifications concerning Higher Education had not yet been adopted. This report does not use or imply that later outcome. Urban planning and cross-border education histories are assessed only through instruments and evidence available by the cut-off.

continuity and movement, exposes, service in Education Planning in Cities Receiving Large Migrant Populations require ### 138. Urban monitoring and temporal boundary to connect evidence with delivery, unequal effect and correction. An annual plan or coordination body is not itself the result. The result is accessible, recognised education across the city, with a competent authority able to respond when population movement exposes a service gap.[REF-12] [REF-33]