Welcome to the Class - A Checklist

The importance of adequate time for preparation cannot be overemphasised.

The Basics:

a friendly and safe classroom
an ethos of welcome and care
clear and understood routines
children's languages and cultures acknowledged in displays and activities e.g. answering the register in different languages, dual language books and dictionaries, multilingual labels, including different number systems, multicultural artefacts/pictures
clear use of teacher language in instruction
planned and regular use of PSE and Citizenship curriculum to consciously develop the pupils' understanding and empathy, raise their self esteem, and promote opportunities for discussion of experiences and issues. [1]

tell the class about the child and clarify his/her preferred name and how to pronounce it
identify a 'buddy' or 'class friends' and remind them of their duties
identify a work place/desk and label tray/coat hook if appropriate
collect together the books the child needs, including a 'Beginner's English Pack' and a bilingual dictionary if appropriate. Find out more
identify speakers of the same language in the class/school who are happy to interpret if needed

allow the buddy time and space for basic orientation training, both in the classroom (where things are kept, routines, expectations etc) and throughout the school (the toilets, school office, dining hall etc). It is important to introduce him/her to the playground/school meals staff, and to know where they can find the 'friendly adult'
allow the child a certain amount of personal space and time, spent looking at books etc particularly if s/he is new to English
make time to get to know the pupil, his/her interests and strengths etc
make links with the parents - invite them in to see good work, to help in class/on trips etc

If the child is bilingual and new to English:

teach useful basic phrases e.g. 'I don't understand', 'say it again please'
let him/her know that you are aware of their skills in their own language - it is easy to feel stupid in an unknown tongue
promote independence in the curriculum, using collaborative activities, writing frames, visual supports, recording in the first language etc. Find out more
in your planning, identify those areas where a child will need support
at KS 3 - 4 provide new student with a separate notebook to be used as a 'bilingual diary' in which to record:

time, date and subject of each lesson
main points, e.g. key words/phrases copied from the board
key visuals (diagrams etc.)
notes in student's first language covering what they have understood/guessed at from the content of the lesson content

This can be used as a basis for:

[1] See 'A Welcome Experience', 'I am Here' and various Circle Time resources.