The first-week goal is to follow, not to perform immediately
Help the student recognise classroom process words: homework, group work, hand in, borrow, bathroom and ask for help. A small card can say, 'Please say that again', 'I did not understand the instruction', and 'Who can I work with?'
Confirm which classrooms the student will actually enter
Ask whether the student follows one class all day, joins only language-accessible subjects or has dedicated support. Sport, labs, art and off-site activity can each have different clothing, permission, risk and material requirements; 'placement' is not enough detail.
Turn observation into three small daily tasks
For example: record one classroom instruction, ask one classmate a homework-related question, and retell one new word after class. A two-minute review makes real adjustment visible to family and teacher instead of relying on 'Did you have fun today?'
Teach when not to struggle alone
If the student cannot understand, is excluded, teased or unwell, they should know the classroom teacher, year lead or named support person. Confirm anti-bullying, absence and help routes before departure; endurance is not inclusion.