All Children Achieving Well

Chris Green, BME Achievement EAL AdviserTrisha Dulcamara, BME Achievement EAL Adviser

Welcome

SveicinātiLatvian

Lead Adviser BME Achievement Carole Connelly

BME Achievement Advisers

Lesley BuckFrancine Coates

Achievement and Family Learning Refugee Support Wahida Pervaiz

EAL Advisers Patricia Dulcamara

Christina Green

Traveller AdviserKathryn

Stockdale

School Equalities Adviser

Angela Walford

Senior Support Officer

Jane Robson

Learning Mentors Samantha BrownYvonne Gordon

Fay LindoMarlene Smith-Taylor

Traveller Support Workers

Ruth BoswellVicky Brinkley

Gordana Wilhelm

Family Learning Support Workers

Suraya AlamShamima Chowdhury

Tasmia ChowdryShahida Usman

Support OfficersDaksha Bakrania

Susan Neville

Community & Schools

Partnership AdviserNusrat Khan

BME ACHIEVEMENT

Complementary & Supplementary

Co-ordinatorNoah Kaindama

Structure from1st September 2011

HertfordshireWhat do we know from the data?

Where are the gaps?

What proportion of pupils in maintained primary

schools in Hertfordshire were reported as EAL

at end of KS2 in 2010?

7.6% 9.4% 6.5% 10.9%

Where are the gaps?

What proportion of pupils in maintained primary

schools in Hertfordshire were reported as EAL

at end of KS2 in 2010?

7.6% 9.4% 6.5% 10.9%

Where are the gaps?

What proportion of pupils in maintained

primary schools in Hertfordshire were eligible

for FSM at the end of KS2 in 2010?

27% 16% 11% 31%

Where are the gaps?

What proportion of pupils in maintained

primary schools in Hertfordshire were eligible

for FSM at the end of KS2 in 2010?

27% 16% 11% 31%

Narrowing the Gap: from data analysis to impact

The Golden ThreadDfES 09-2009

Ref: 00792-2009PDF-EN-01

Do you know who your bilingual

pupils are?

Beginner bilinguals are easy to identify

Advanced bilinguals are harder to identify

Those that are most difficult to identify often have poor language skills in their first language and English.

Do you know children in your schools that fit

this profile?

It is important to have the correct background information on the admissions application.

Is there a place for first language assessments?

How useful are they?

BICS

BasicInterpersonal

CommunicativeSkill

CALP

Cognitive andAcademicLanguageProficiency

(Cummins)

Jim Cummins

We can support schools with:

Developing admission forms that will provide more detailed information

New arrival strategies that will enable you to support any child, speaking any language

Classroom strategies for teachers and TAs that benefit all pupils

It is essential in our increasingly diverse schools to:

Identify EAL learners Track development Carefully plan for language acquisition

Provision for the development of language

needs to be a whole school approach.

If led from the top it becomes:-

routine

simple

embedded

The task shapes the language

Identify a function and plan a scaffold

Even with the best L.O. the teacher needs to understand the language structure required to complete the function.

FunctionLiterature

Describing

Evaluating

Expressing feelings

Structure

There is /there are

The scenery in the background

is rugged and inspiring.

Function

Geography

Naming

Locating

Cause and effect

Structure

The mountain..the slope…the valley has/is

In front of…next to

Caused by…..occurs when

Identifying the structures benefits every child

Plans can simply be annotated with the structure/s to be the focus for teaching Literacy Year 1

Topic/Subject Area: Tales from other Cultures – ‘Give Me My Yam’

Language Function : recounting (past tense) expressing an opinion

Learning Intentions Activities Language/Key questions Vocabulary

Retell stories giving the main points in sequenceGive reasons for events in storiesMake predictions about the story’s development (S +L)Use phonic knowledge to write independently

Group – sequence the main elements of the story (first half) using sequencing cards.Pick out key words – Eg Jordan, yam, lost etc)Activity – to draw a picture of the start of the story labelling main elements and adding a sentence using the past tense

Past tense eg. the boy dug up a yamExpressing an opinion – I think that...What do you think a yam is? What might it be like?What do you think will happen next?

yam, Caribbean, culture, traditional storysequence, main events

Review

Make predictions about how the story may end. Discuss with LP.

Success Criteria Key Visuals Evaluation of success criteria

1.Remember main events in sequence.2.Make predictions about what will happen next.3.Use phonic knowledge to write key words independently

Picture sequencing cardsArtefacts from story sackWhite boardYam (if possible)

1.

We can support you with:

Admissions CPD for teachers and TAs Training for governors Tracking and assessment Parent/ pupil liaison First language assessment Developing the role of EAL co-ordinators

More details are soon to be available on the new ImprovingSchools’ Directory

Contact details:

Sue Neville Tel: 01438 844890susan.neville@hertscc.gov.uk

Chris Green chris.green@hertscc.gov.uk

Trisha Dulcamara patricia.dulcamara@hertscc.gov.uk

Thank you