English as an Additional Language (EAL) Policy
30th April 2015
In our school the teaching and learning, achievements, attitudes and well-being of all our children are important. We encourage all our children to achieve the highest possible standards. We do this through taking account of each child’s life experiences and needs.
Majority of our children have particular learning needs linked to their progress in learning English as an additional language.
Children who are learning English as an additional language have skills and knowledge about language similar to monolingual English-speaking children. Their ability to participate in the full curriculum may be in advance of their communicative skills in English.
Our E.A.L. pupils come from a range of ethnic groups (Somalian, Arab, French and Asian) and generally have different linguistic backgrounds. Our E.A.L. pupils generally arrive in school having had little or no exposure to English language and British culture. They generally arrive in our school with some or no prior experience of school and with some literacy skills in their home language.
2 Aims and objectives
Our curriculum secures entitlement for all children to a number of areas of learning and gives them the opportunity to develop the knowledge, understanding, skills and attitudes that are necessary for their self-fulfillment and development as responsible citizens. We promote the principles of fairness and justice for all through the education that we provide in our school.
The aim of this policy is to help ensure that we meet the full range of needs of those children who are learning English as an additional language. This is in line with the requirements of the Race Relations Act 1976.
To ensure that all our E.A.L. pupils participate in the life of the school and
gain access to appropriately planned and prepared curricular provision.
To ensure that our E.A.L. pupils attain curriculum levels and public
examination grades appropriate to their abilities.
To seek and make use of appropriate advice, guidance, support and training.
To monitor the progress of our E.A.L. pupils’ acquisition of English, of their
general achievement and of their attainment in public examinations/end of
Key Stage assessments.
Our E.A.L. pupils are entitled to opportunities for educational success that
are equal to those of our English speaking pupils.
E.A.L. pupils are not a homogenous group; their needs vary according to a
range of factors such as their home language/ length of time they have been in the UK. We provide a range of teaching and learning activities to
meet curriculum demands and different learning needs/styles.
Well planned, mainstream lessons in appropriately organised mainstream
classrooms provide the best environment for acquisition of English by
The multilingualism of our E.A.L. pupils enriches our school and our
To become fully competent in the use of curriculum/academic English is a
long process; pupils require long-term support.
Having a home language other than English is not a “learning difficulty”.
E.A.L. pupils are not placed on Learning Support registers or taught in
Learning Support groups unless they have Special Educational Needs
Provision of EAL coordinator for the weak learners to offer one to one support
Make reading at the heart of the school curriculum.
3 Teaching and learning style
In our school teachers take action to help children who are learning English as an additional language by various means:
developing their spoken and written English by:
ensuring that vocabulary work covers the technical as well as the everyday meaning of key words, metaphors and idioms;
explaining how speaking and writing in English is structured for different purposes across a range of subjects;
providing a range of reading materials that highlight the different ways in which English is used;
ensuring that there are effective opportunities for talking, and that talking is used to support writing;
encouraging children to transfer their knowledge, skills and understanding of one language to another;
building on children’s experiences of language at home and in the wider community, so that their developing uses of English and other languages support one another;
ensuring access to the curriculum and to assessment by:
- · using accessible texts and materials that suit children’s ages and levels of learning;
- · providing support through ICT audio materials, dictionaries and translators and readers
Our EAL co-ordinator (Mrs Foulet) has the responsibility to administer the EAL provision, this is done through regular meetings with parents, class teachers. Each child on the EAL register is taken out of class, usually for at least 3 lessons per week and work in small groups to achieve teaching in basic phonics, increasing their vocabulary, speaking and listening skills. We also use ICT to aid our EAL pupils. Some of the EAL pupils continue with their specific tasks in class, while the rest of the class continues with their normal work.
It is a priority for the school to allow our EAL pupils to gain in reading and comprehension, so they are able to access the rest of the curriculum, even if this means that other lessons such as Science, ICT and Topic are substituted by extra literacy and reading sessions in the initial stages.
4 Curriculum access
All children in our school follow the curricular requirements of the Foundation Stage and the National Curriculum. Children with English as an additional language do not produce separate work.
Some children are withdrawn from lessons to receive EAL support. The support teacher works in partnership with the class teacher. This involves supporting individual children or small groups of children and, at times, teaching the whole class. Sometimes the support teacher works with groups of children, of whom only one or two may be EAL children.
In the Foundation Stage we plan opportunities for children to develop their English, and we provide support to help them take part in activities.
The Foundation Stage helps children learning English as an additional language by:
building on children’s experiences of language at home and in the wider community, so that their developing uses of English and of other languages support one another; providing a range of opportunities for children to engage in speaking and listening activities in English with peers and adults; providing bilingual support to extend vocabulary;
Placement in Teaching Groups/Classes
We recognise that E.A.L. pupils, who may be new to English and to the UK, need
continuity and security as they start school. We therefore aim to make an early
decision about teaching group/class placement and stick to it unless we discover
the pupil is seriously misplaced.
Have access to the whole curriculum
Are taught with their peers
Are placed in groups where they will see models of good behaviour
Are placed in groups with fluent English speakers who will provide them
with good language models
Are placed in as high a set as possible ie with their intellectual/academic
Are not automatically placed with Learning Support pupils
Are not subjected to standardised reading tests in order to place them in
The placement of E.A.L. pupils in a lower year group might be considered but we
will only do this after careful consideration and negotiation with parents.
Pupils who come into the school with little or no English are usually included on an IEP, with the main target being to improve their Speaking, listening and writing skills within a given timeframe. We have also set up intervention classes, where staff, some of whom speak the native language of the children work with small groups to help the pupils achieve their set targets on a number of session per week.
The statutory assessment arrangements of the National Curriculum allow us to make special arrangements for children who are learning English as an additional language.
In the mathematics tasks and tests at Key Stage 1 we translate words or phrases that appear in the assessment materials or that the children use in their responses.
For the science and written mathematics test at Key Stage 2, we provide verbal or written translations of words or phrases in the test papers which we think are likely to prove difficult for children for whom English is an additional language. For the mental arithmetic test at Key Stage 2 we provide a verbal translation of the test to children who have limited English.
The support teacher offers support to children during the Key Stage 1 and Key Stage 2 assessment periods.
Monitoring and Review
The policy was approved on the 30th April 2015
Headteacher Sakhawat Ali
NEXT REVIEW: This policy is to be reviewed: April 2016