Policy and Procedure for English as an Additional Language (EAL)

Philosophy Statement

Aims

Admission Procedure

Teaching and Learning

Planning

Resources

Monitoring and Assessment

Philosophy Statement

At Warren we are committed to working in partnership with staff and parents to meet the needs of pupils with English as an additional language and other ethnic minority pupils at risk of under-achievement. We believe that it is our responsibility to respond to pupils' diverse learning needs by embracing their existing talents, setting suitable learning challenges and overcoming potential barriers to learning for individuals and groups of pupils. Back to top

Aims

- To identify individual pupil's needs, recognise the skills they bring to school and ensure equality of access to the curriculum.
- To monitor all EAL and pupils from an ethnic minority to ensure continued progress both academically (through points meetings) and socially and to identify areas of specific need.
- To support EAL pupils by providing group, in-class or intensive beginner support, to allow them to access the curriculum.
- To offer pastoral support to individual pupils as appropriate.
- To develop children's self esteem and feeling of self worth.
- To encourage children to feel that their own language(s) and cultures are valued by the school and to have the opportunity to use their own language.
- To achieve results that are a true reflection of their academic abilities Back to top

Admission Procedure

During initial admission interview with parents, they will be asked for details of the first language of each parent, the first language of the child and also the language/s spoken at home. They will also be asked for information concerning ethnic background of the family.

* It is worth noting that some parents are reluctant to admit that their child does not speak English at home as they feel that they will be disadvantaged in some way. It is important that we convey in our attitude to parents that we not only embrace other cultures and languages, but that there are situations when it may be an advantage to the child. e.g. statistics show that bilingual children often excel in maths.

* Parents of EAL children should also be made aware during the initial admissions interview that we are happy to provide assistance in reading correspondence wherever needed, and that translators and interpreters can be used where possible.
This information is recorded in their entry profile admissions form and is also recorded on their individual assessment sheet (red assessment folder). Before filing, the office staff will update the list of EAL pupils held centrally on computer. A pupil will be noted as an EAL pupil if either parent has a first language which is other than English regardless of what language is spoken at home. A separate list will indicate children who are of an ethnic minority but whose parents both speak English as a first language. A printed copy of these complete lists with the new child highlighted will be passed on to EAL co-ordinator, EAL LSA and class teacher so that the child can be assessed for level of support needed. Back to top

Teaching and Learning

Teachers should endeavour to reflect the range of languages spoken in the classroom environment. They need to be aware of the individual needs of the pupil in order to plan and prepare appropriate differentiated resources to support their language level. LSAs working in the classroom need to have access to planning and should know language targets for EAL pupils.

Language develops best when used in purposeful contexts across the curriculum. All staff should be using language in ways that support and stimulate development in English to meet the specific needs of pupils learning EAL. These are found in the child's individual EAL record in each classroom.

Teachers should be aware that it is sometimes the case that EAL pupils will have a good knowledge of the subject e.g. science, but will be unable to access the curriculum due to reading or writing levels. It is also worth noting that there is specific language related to subjects that may need teaching and reinforcing separately. Visual resources are also of a particular help to EAL children.

Teachers aim to develop pupils' English language skills in line with the National Curriculum and the Literacy/ Numeracy Strategies.

See 'Guidance for teachers with EAL pupils in their classes' Back to top

Planning

Teachers should take note of the above when planning the relevant mainstream lessons. In cases when an EAL child requires additional support from the EAL LSA, teachers have a responsibility to plan with the LSA in order to best support the individual child. Back to top

Resources

There are a range of EAL resources, which are currently stored in the orange room. Additional resources can be found within the SEN store. Resources are reviewed regularly and more purchased particularly on the intake of a new EAL pupil with specific requirements. Back to top

Monitoring and Assessment

- The EAL LSA keeps a record of the work done supporting EAL pupils.
- Teachers will informally monitor support given by the LSA.
- The work of the EAL LSA and the progress of each EAL pupil are formally monitored on a half termly basis by the EAL co-ordinator.
- The EAL co-ordinator together with the LSA and class teacher will be responsible for the initial assessment of new EAL pupils, identifying pupils' level of English (Thurrock) and assessing the needs of the individual.
- The EAL LSA updates Thurrock Individual EAL Pupil Records kept on each pupil on a termly basis. These are stored in the EAL folder in the appropriate class and may be shared with class teachers and parents where appropriate. The LSA may use these assessments to identify pupils who do not seem to be progressing and to help inform future planning and targets.
- Each EAL pupil given additional support from the EAL LSA will have appropriate targets that are specific to their progress in English. These should also include how learning targets are to be achieved and supported and outcome measures. Pupils will be involved in their own target setting and will review these targets and celebrate their success. These will be regularly reviewed by the LSA in liaison with the class teacher. The EAL co-ordinator will keep an overview of the progress made in these targets in their monitoring.
- EAL pupils are assessed at regular intervals throughout the year using standard assessment (See Assessment policy). EAL pupils will have access to statutory assessment where appropriate, and the school may make use of special arrangements, mother tongue assessment, etc. Their progress will be highlighted during termly points meetings and passed on to the EAL coordinator.
- The school recognises that most EAL pupils needing additional English do not have SEN needs. However, should SEN needs be identified during assessment, EAL pupils will have equal access to school SEN provision. Back to top

Approved by Governors

Policy Review: Summer 2009 Back to top