EAL/Additional NeedsFlowchart

EAL? SEN? EAL and SEN?

The journey to work this out

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EAL? SEN? EAL and SEN?

The journey to work this out

FLOWCHARTThe flow-chart is not intended to be a stand-alone document. The working party has put together a range of documentation to complement the flow-chart and facilitate better understanding.

There is sometimes a misconception that all children with English as an Additional Language (EAL) have special educational needs (SEN). Children with EAL are no more likely to be experiencing additional needs (SEN) than children whose first language is English.

However, there will be a small proportion of children who do have additional learning/ social/ emotional/ behavioural needs alongside their language needs. Determining the difference between EAL needs and SEN can be complex and confusing. Therefore Wigan’s Children and Young People’s Services set up a multi-agency working party to address this and clarify a process that people working with children learning EAL can use. We have put together a flow-chart: EAL / Additional Needs Flow-chart which determines the best approach to understanding and meeting children’s needs.

For more details please contact the EAL Team on 01942 404075

STEPSSteps to work throughto consider changes to working practices, differentiation and the learning environment.

RESOURCESResources available to promote language development.

QUESTIONS Grid of key questions that need consideration during EAL/SEN discussions/INSET.

TRAINING Information about training, drop-ins and other opportunities.

Click here to start flowchart

Child accesses SEN

support

School tracking

Expected progress over time not made

KEY

Action

Route through Flowchart

Outcome

Decision Point

Alternative route or actions to consider

EAL Education Liaison + School Placements

People responsible

NAVIGATION

As you work your way through the flowchart all gold and pink boxes can be “clicked” to access further information.

Some links will open in a new window and some will require internet access.

To return to the flowchart either close the window or use the buttons at the bottom of the page.

Start flowchart

There is a glossary of terms and acknowledgements to those who have been involved in developing this tool.

After approx 2 weeks – Initial EAL Team Assessment (Note 1)

NASSEA Step 4+ or NC Level 1 - no specialist EAL support at this point. Differentiated curriculum as appropriate

Child arrives in setting &

identified as EAL

NASSEA Steps 1 -3

Additional assessment /support material for school available on EMA section of VLN (Inclusive Support Interest Space)

EAL Team + School

Child arrives in Wigan

EMAS notified -appropriate school placement identified

Physical, medical, sensory, complex needs

EAL Education Liaison + School Placements

If EMAS unaware, refer to EAL Team for info or input

Induction and Assessment

Graduated approach to supporting

additional needs (SPAN file)

EAL Action Plan

School may wish to consider the classroom learning environment, the interventions available and target setting materials relevant to pupils’ needs. (Note 2)

School Tracking and Termly Review

Child has Action Plan which includes strategies & social emotional needs

Regular EAL Team visits with named member of school staff.

Child accesses personalised EAL support

EAL Team + school

Child making progress and accessing appropriately differentiated mainstream curriculum, NASSEA Step 4+ or NC Level 1

Child not meeting individual learning targets over 2 terms – 1 year (in all aspects of development)

EAL Team + school

In considering progress refer to “Development of EAL” graphs. (Note 3)

NASSEA Steps 1 -3

Return to Induction & Assessment

School may wish to consider the classroom learning environment, the interventions available and target setting materials relevant to pupils’ needs. (Note 2)

NASSEA Step 4+ or NC Level 1 - no specialist EAL support at this point. Differentiated curriculum as appropriate

School Tracking and Termly Review

Child making progress and accessing appropriately differentiated mainstream curriculum, NASSEA Step 4+ or NC Level 1

Advice to school on supporting

advanced bilingual learners

Child not meeting individual learning targets over 2 terms – 1 year (in all aspects of development)

EAL Team + school

In considering progress refer to “Development of EAL” graphs. (Note 3)

School Support with EAL advice

Return to Induction & Assessment

Child not meeting individual learning targets over 2 terms – 1 year (in all aspects of development) Refer to school tracking

system and EAL/ Additional Needs Matrix or EYrs Early indicators (Note 4)

Revise Action Plan

Refer to Planning Meeting

Graduated approach to supporting

additional needs (SPAN file)

School Wave 3 support discussed and implemented (including SIS funded)

Child accesses SEN support as appropriate

Child is raised at Sept. or Jan. School Review

& Development Meeting (“Planning

Meeting”)

School, Head, SENCo, TESS, EPS + EAL

Revise Action Plan & return to EAL Action

Child not meeting targets

EAL Team + school

EAL Team + school

Return to EAL Action Plan

After 1 year (depending on need) EAL Team

support gradually withdrawn

Child accessing mainstream

curriculum supported fully by school

Child making progress and accessing appropriately differentiated mainstream curriculum, NASSEA Step 4+ or NC Level 1

Consider whether child is gifted and talented

School

If school tracking indicates a change in needs children may be referred to EAL Team at any time.

Child making progress

School

Return to NASSEA Steps 4+ or NC Level 1

If you have any queries relating to the flowchart or any of the supporting materials please contact the EMAS Team (01942 404075)

NOTESIf you would like to discuss this process with someone or need some advice please contact the EMAS EAL Team on 01942 404075

• Note 1 – NASSEA Steps are an observational assessment of children’s language skills. They are an extended version of “A Language in Common” the DCSF EAL Language Skills assessment. They are available from the EMAS EAL Team.

• Note 2 – A range of information and materials are available from the EMAS EAL Team. Tameside Target Setting materials help teaching staff to develop learning targets based on the NASSEA Steps assessment. Information on possible interventions and resources is available together with a “Factors to Consider” checklist for the learning environment. These will all be available on the VLN via the Inclusive Education Interest Space.

• Note 3 – The “Development of EAL” graphs are taken from “Distinguishing the Difference: SEN or EAL?” and provide a guide to expected progress in English based on the time the pupil has been in the country. (“Distinguishing the Difference SEN or EAL?” by Susan Rosamund, Imtiaz Bhatti, Marion Sharieff & Karen Wilson. Pub. Birmingham Advisory & Support Service, 2003, ISBN 1-898244-72-3. Available from: Birmingham Advisory & Support Service, Balden Road, Harborne, Birmingham B32 2EH)

• Note 4 – “EAL/ Additional Needs Language or Learning Indicators” or “EYrs Early Indicators” identify potential signs of a child’s additional needs. They are both available from the EMAS EAL Team. At this stage it is important to review all aspects of the pupil’s learning experience: conditions for learning, individual needs and individualised programmes.

EMAS unaware of New Arrival• The Ethnic Minority Achievement Service (EMAS) is not

always informed of EAL children and young people arriving in school.

• Families may directly approach schools for a place for their child.

• If EMAS does not know of the child’s arrival, school should contact the Family Liaison Staff on 01942 404075 (Internal 4075)

• Once EMAS knows of a child a member of the EAL Team will contact school to discuss the child’s induction and/or assessment.

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EAL Assessment and NASSEA Steps (Note 1)

• NASSEA Steps record• NASSEA Steps booklet download• NASSEA website

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The team conducts an initial assessment in the 4 main skills of Reading, Writing, Listening & Understanding and Speaking, using a variety of resources.

Resources (Note 2)

• Tameside Targets (Contact EAL Team)

• Audit of strategies for EAL• EAL/SEN indicators for discussion• Factors to consider in provision for EAL• Assessment checklist (pupil and environment)• EAL – Key questions grid

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Development of EAL Graphs (Note 3)

• Sample graphs for Y1, Y5 & Y8If the graph for the age-group of the child is not included, ask Targeted Educational Support Service, Ethnic Minority Achievement Service or Educational Psychology Service for further information.

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The “Development of EAL” graphs are taken from “Distinguishing the Difference: SEN or EAL?” and provide a guide to expected progress in English based on the time the pupil has been in the country. Reference: “Distinguishing the Difference SEN or EAL?” by Susan Rosamund, Imtiaz Bhatti, Marion Sharieff & Karen Wilson

Note 4

• “EAL/ Additional Needs Language or Learning Indicators” or “EYrs Early Indicators” identify potential signs of a child’s additional needs. They are both available from the EMAS EAL Team.

• At this stage it is important to review all aspects of the pupil’s learning experience: conditions for learning, individual needs and individualised programmes.

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EAL Team Referral

• Any EAL pupil causing concern can be referred to the EAL Team

• To make a referral either speak to the member of the team who visits your school or call the team on 01942 404075

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EAL Team Support

Support from the EAL Team may include:

• Training. A list of training on offer can be found in the Wigan EMAS Training Leaflet.

• Specialist advice and resources.• Direct teaching support where applicable.• Contact the team on 01942 404075

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Tracking and Review

• Regular tracking and review of EAL pupils’ progress is vital.

• The “Development of EAL” graphs (Note 3) will provide guidance on pupils’ expected rates of progress

• Click here to go to example graphs

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School Review and Development Meetings

• If you have used the materials indicated through the ‘EAL/SEN?’ flowchart and pack, and are still concerned about a child’s progress, school staff can raise the child in the ‘Review and Development’ (Planning) Meeting.

• Meetings are held twice per year with SENCO/Inclusion Manager, Head teacher and supporting professionals from outside agencies.

• The purpose of the meeting is to discuss additional needs in the context of whole school development and to share strategies to support groups/individual children.

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Pupils with physical, sensory, medical or complex needs

• These pupils can access support through the LA’s graduated approach to supporting additional needs laid out in the SPAN file.

• Follow this link to view the SPAN (Supporting Pupils with Additional Needs) file

• You can also discuss these pupils needs with members of the Targeted Education Support Service who can be contacted on 01942 487306

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Gifted and talented pupils• EAL pupils are under-represented in gifted and talented

provision nationally• If an EAL pupil is accessing the mainstream curriculum

without additional support, school should consider whether they meet the criteria for inclusion in gifted and talented programmes.

• Pupils may be gifted and talented in non-academic aspects. Consider whether pupils are gifted and talented musically or in a sporting capacity. Are they multi-lingual? Parents/carers should be able to provide this information.

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Glossary

• EAL - English as an Additional Language

• TESS – Targeted Educational Support Service

• EPS – Educational Psychology Service

• NASSEA – Northern Association of Support Services for Educational Achievement

• EMAS – Ethnic Minority Achievement Service

• SPAN – Supporting Pupils with Additional Needs

AcknowledgementsWith thanks to the following people, who have been involved in the

working party, developing these resources over time:• Vicky Booth ~ Educational Psychology Service • Chris Chapman ~ Targeted Educational Support Service • Sharon Clayton ~ Sensory Support Service • Carol Darwen ~ Ethnic Minority Achievement Service • Julie Dixon ~ Ethnic Minority Achievement Service• Richard Foster ~ SEN Inclusion Officer• Andrea Garçon ~ Speech and Language Therapist • Caroline Gomez ~ Educational Psychology Service • Rachel Hartley ~ Educational Psychology Service• Martin Haskayne ~ Targeted Educational Support Service• Yvonne Monaghan ~ Targeted Educational Support Service • Clare Nuttall ~ Educational Psychology Service• Andrea Smethurst ~ Early Years Quality and Inclusion Team• Wendy Syme ~ Educational Psychology Service• Sandra Taylor ~ Targeted Educational Support Service