Leicester City Secondary Schools EAL Leadership Handbook€¦ · Leicester City Secondary Schools...

Leicester Education Strategic Partnership improving lives | releasing potential | transforming communities

Working together: L E SP

Tertiary Federation Leicester

Leicester City Secondary Schools

EAL Leadership Handbook

Support materials for students with English as an additional language including international new arrivals

Raising Achievement

Supporting Students with English as an Additional Language

Page | 2

Introduction This handbook has been produced to support EAL leaders and school leadership teams. It is

recognised that schools use a variety of terms to describe the role of the person who leads EAL

work (champion, co-ordinator etc.) but, for consistency and clarity, ‘EAL leader’ is used throughout

this handbook.

The aim of the handbook is to give leaders the tools to ensure that whole school provision is highly

effective in meeting the needs of EAL learners. It should be read alongside the EAL toolkit which

has comprehensive guidance to support teaching and learning for EAL learners and international

new arrivals, in particular.

This handbook mirrors the Primary Leadership Handbook produced by Tamara Rolfs. Our thanks

go to her and to Sharon Mitchell-Halliday who adapted the primary document for use in secondary

schools. These documents are only for use in Leicester City schools.

Funding for the production and circulation of this handbook has been provided by Leicester

Education Strategic Partnership (LESP). Thanks also go to the steering group who have taken a

leading role in the EAL strand of work.

Raising Achievement


Page | 3

Contents

Introduction ............................................................................................................. 2

The Role of an EAL Leader .................................................................................... 4

EAL Model Policy .................................................................................................... 9

Aims: ............................................................................................................................................. 9

Context: ...................................................................................................................................... 10

Terminology & Proficiency in English: ......................................................................................... 10

Key Principles: ............................................................................................................................ 11

Roles and Responsibilities: ......................................................................................................... 11

Induction: .................................................................................................................................... 12

Assessment: ............................................................................................................................... 12

Teaching and Learning: .............................................................................................................. 13

Continued Professional Development: ........................................................................................ 13

Monitoring and Review: .............................................................................................................. 14

EAL Model Policy Tips.......................................................................................... 15

Top Tips for Great EAL Provision ........................................................................ 16

Ensuring the attainment of EAL learners – School self-evaluation .................. 17

Introduction ................................................................................................................................. 17

School EAL Audit: Key Questions ....................................................................... 17

School EAL Audit Tool 1 ............................................................................................................. 23

School EAL Audit Tool 2 ............................................................................................................. 35

Model Language and Literacy Policy .................................................................. 45

Sample Language and Literacy Policy (from EAL Nexus) .......................................................... 45

Lesson observation template – from EAL Nexus, British Council ............................................... 49

EAL planning tool (from British Council EAL Nexus Project) ........................... 51

Monitoring Notes: EAL Learning Walk ........................................................................................ 53

Proficiency in English Codes ...................................................................................................... 56

Raising Achievement


Page | 4

The Role of an EAL Leader

The responsibilities of an EAL leader will vary in each school depending on the size of the school,

existing leadership structures and staffing and the school’s EAL context. The EAL leader is crucial

in helping students who use English as additional language make as much progress in as many

subjects as possible. This person must be able to make the students feel welcome and secure,

liaise closely with subject staff and heads of subject across the curriculum, the SEN co-ordinator,

staff responsible for literacy as well as staff responsible for assessment, monitoring and

evaluation. They must oversee the admission and induction process, monitor and evaluate the

progress of EAL students both in English and across all curriculum areas and provide intervention

support in English where necessary. Finally, but most importantly, the EAL leader should

champion the cause of the EAL learners, encouraging staff to have high expectations and to

make their lessons accessible to EAL learners, check they have made sensible and appropriate

option choices and have been entered for first language GCSEs, if possible. They should also help

to equip the EAL learners with the skills and self-belief to make the best of the opportunities on

offer in the school. EAL homework and support clubs may also fall within the remit.

Adapted from the EAL coordinator’s Manual, Babington College, 2013.

This document contains the following tools to support the EAL leader in monitoring and evaluating

provision:

lesson observation template (pages 49-50)

EAL planning tool (pages 51-52)

monitoring notes: EAL learning walk (pages 53-55)

The list of responsibilities below is a guide to help you and your headteacher structure your role

within your school. The RAG rating column is to help you self-assess where you feel your

strengths and areas for development are within the role. Score green (G) for confident and

competent, amber (A) for some knowledge and ability to fulfil this aspect of the role and red (R)

where you need a significant focus and some support to succeed in this area. It is recommended

that you complete this with your line manager and this can be a useful tool as part of the

performance management process.

Raising Achievement


Page | 5

Responsibilities Self-Evaluation

/RAG

Skills and understanding

Know what constitutes excellent EAL school provision.

Know what outstanding EAL teaching is (across all key stages and for different

types of EAL learners) and be able to demonstrate this in your own teaching.

Keep up to date with developments in EAL pedagogy, practice and research

and learn from best practice locally and nationally.

Keep up to date with national guidance and requirements relating to EAL.

Know and understand the EAL context of your school.

Collect and present contextual EAL data.

Vision, development planning and communication

Work with the EAL link governor to share information and form the strategic

vision for EAL.

Promote a positive vision for EAL, celebrating cultural identities and student

strengths.

Work with the leadership team to monitor provision for all students for whom

English is an additional language.

Communicate the vision for EAL with staff, parents and the wider school

community.

Carry out an annual EAL audit and write an action plan which is in line with

school priorities.

Write, review and monitor an EAL policy.

Liaise with other curriculum leaders on areas relating to EAL (especially

literacy).

Communicate with and advise the headteacher and senior leadership team on

issues relating to EAL.

Maintain effective relationships with any external EAL support services.

Admission of students with EAL

Liaise with the Admissions Officer and attend admissions meetings, where

possible. Arrange interpreter as necessary.

Liaise with Head of Year to agree a year group and form.

Liaise with form tutor to prepare class for new arrival and identify buddies.

Ensure that buddies are trained.

Raising Achievement


Page | 6


/RAG

Admission of students with EAL

Administer English, Maths and mother tongue initial assessment and assign

interim levels. Ensure initial assessment informs appropriate provision.

Support the social integration of INAs. Be accessible to new students in case

they have questions or problems.

Collate initial information from admissions meeting for sharing with relevant staff

members.

Induction and transition

Establish, monitor and review induction procedures.

Manage the induction of newly arrived EAL learners. Some roles may be

delegated.

Plan and deliver or oversee delivery of curriculum-linked induction programme.

Oversee transition of Year 6 EAL students to Year 7. Contact feeder schools to

request all available information on EAL students. Add information to EAL

register and arrange extra support, order dictionaries etc.

Teaching and learning

Advise and support teaching staff (teachers and teaching support staff) on key

strategies to support EAL learners.

Play a lead role in supporting trainees and newly qualified teachers to work with

EAL learners.

Plan and conduct partnership teaching with subject teachers in order to develop expertise in meeting the language and learning needs of bilingual learners including the ability to:

identify language demands and language development in planning

plan learning which builds on students’ previous experience

use bilingual strategies

use a range of strategies to scaffold language and learning

provide opportunities for speaking and listening for a range of

purposes across the curriculum.

Manage any EAL specialist teachers and support staff.

Support the development of relevant intervention programmes to meet the needs of bilingual learners. Teach or oversee delivery of catch-up literacy sessions for INAs with limited literacy.

Raising Achievement


Page | 7


/RAG

Teaching and learning

Support with and monitor the writing of personalised provision plans when

needed.

Lead and organise continued professional development relating to EAL

teaching, assessment, school provision and cultural awareness.

Monitor the quality of EAL teaching through carrying out learning walks,

planning and book scrutinies, data analysis and student interviews.

Use monitoring information to inform development priorities.

Ensure classroom environments effectively support English language learning.

Timetable and oversee homework/after school/reading clubs. Support and

supervise in sessions and liaise with parents.

Assessment, tracking and pupil progress

Ensure EAL assessments are effectively carried out and records kept. Collect

writing samples of EAL students receiving targeted support.

Ensure accurate proficiency in English assessments are made and submitted for

the school census.

Collect, track and analyse EAL data using school systems. Measure attainment

and progress for different ethnic and language groups (dependent on school

demographics).

Identify underachieving EAL learners and support teachers to improve progress.

Work with other school leaders to support vulnerable EAL learners.

Liaise with the Special Needs Leader to support EAL learners with SEN.

Examinations Provision

Make application for special arrangements and extra time for EAL learners for

GCSE examinations in partnership with Exams Officer.

Liaise with MFL faculty to identify students to take L1 GCSEs and AS levels.

Arrange assessors for oral examinations.

Ensure that the school has copies of the permissible bilingual dictionaries for the

exam period.

Raising Achievement


Page | 8


/RAG

Cultural diversity and parents

Ensure the school environment and resources reflect the cultural diversity of the

community.

Advise on ways to ensure that parents from diverse, cultural, linguistic and religious backgrounds feel welcome and respected.

Monitor the quality of the school environment (classroom and whole school).

Support colleagues to develop their knowledge of the linguistic, cultural and

religious backgrounds of students and families and the social and political

factors that affect their lives.

Promote positive and creative approaches to EAL parental engagement.

Ensure systems are in place to support effective home-school communication.

Ensure effective systems are in place to share progress and curriculum information with parents with EAL.

Facilitate community and parent role models’ engagement in school.

Seek the views of the parents of EAL learners.

Ensure systems are in place to support effective home-school communication.

Ensure the needs of parents for translation and interpretation are met.

Ensure that parents from minority communities know that the first language has a significant and continuing role in their child’s learning, that the school values bilingualism and considers it to be an advantage.

Resources

Order bilingual dictionaries and graded readers appropriate for EAL learners.

Advise on and manage EAL resources, including reading and display resources.

Work with other colleagues to develop appropriate resources to deliver a culturally inclusive curriculum.

Raising Achievement


Page | 9

EAL Model Policy

Aims: EXAMPLE Secondary School is committed to the needs of all students who are learning English as an Additional Language. This policy will help us to provide a consistent approach in working with EAL learners. As a school we will work together to:

promote equality of opportunity for all learners for whom English is an additional language

ensure access to the curriculum through high quality teaching

help students to speak, understand, read and write English

support the continued use of students’ home languages

assess and monitor learning which informs teaching

be proactive in removing barriers that stand in the way of our EAL learners fulfilling their potential

make sure EAL learners are not inappropriately labelled or grouped as SEN or low ability

acknowledge individual strengths and celebrate cultural identities

provide an environment which celebrates diversity and supports English language learning

work with parents of EAL learners and ensure language is not a barrier to effective partnership

provide EAL learners – particularly those who are International New Arrivals - with a safe and welcoming environment where they are accepted, valued and encouraged to participate

create partnerships beyond the school to improve provision and support for our EAL learners

Raising Achievement


Page | 10

Context: In XXX the proportion of EAL learners in Leicester secondary schools was XXX compared with the national average of XXX. As of date, XXX of students at EXAMPLE Secondary School were identified as having EAL and over XXX languages are spoken by our students. XXX and XXX are the most common languages. In the last two years there has been a significant increase in the number of International New Arrivals attending the school. We are proud of the diverse community our school serves. Currently:

XXX learners are new to English learners and XXX are classified as fluent

XXX students are targeted for additional support

XXX of EAL learners qualify for Pupil Premium

Terminology & Proficiency in English: EAL is an umbrella term that refers to students learning English as an additional language. Within this, there is a sub-group of students we term as International New Arrivals (INA). This refers specifically to students who have entered the UK from abroad who are learning English as an Additional Language. We also identify a separate group, New to English (NtE). This refers specifically to learners who are at the early stage of learning English and may include learners who were born in the UK and had limited access to English as well as INAs. The term Advanced Bilingual Learners (ABLs) refers to students learning EAL where oral proficiency is similar to that of their monolingual peers, yet writing still shows errors. There is no national timescale attributed to the term ‘ABL’, however, in Leicester City, we use this term to refer to students who have been learning English for more than two years. The use of this term indicates that a student has achieved Basic Interpersonal Communication Skills (BICS) and their learning has moved forward and therefore, different teaching strategies are needed for students learning EAL in this phase. All schools are now required to assess all EAL pupils against the DfE proficiency in English codes

using a “best- fit” judgement. There is a requirement to submit this data annually, at every spring

school census. The assessment judgements are made by the English department with the support

of the EAL leader.

The codes are A- New to English, B- Early Acquisition, C- Developing Competence, D-

Competent, E- Fluent.

We use this information to annually track the EAL context of our school and different year groups.

Alongside the NASSEA assessment framework, we also use this information to identify progress

rates of students (correlated with the point the student started learning English) and consequently

direct support to those that need it, ensuring all students make good progress.

As the proficiency in English codes relate to learning, they are used to support staff training. Key

strategies relating to the codes are provided to all teachers to support the planning of well

differentiated lessons.

Raising Achievement


Page | 11

Key Principles: Language develops best when it is used in purposeful contexts across the curriculum and the language demands of learning tasks (vocabulary, language structures and text organisation) must be identified and included in planning. The home languages of all students should be recognised and valued. Knowledge and skills developed in the first language aid and support the acquisition of additional languages. First language should therefore be used to develop learning in the classroom, particularly for NtE learners or when the cognitive challenge is high. EAL is not SEN and a clear distinction should be made between the two. Should SEN be identified, EAL learners have equal access to the school’s SEN provision. Gifted and talented EAL learners have equal access to the school’s provision.

Roles and Responsibilities: Collective responsibility is held by all staff to identify and remove barriers that stand in the way of our EAL students’ achievement and inclusion. The designated EAL Leader oversees the development and day-to-day coordination of EAL provision. The EAL Leader will:

understand what constitutes excellent EAL provision and provide advice on EAL teaching

carry out an annual EAL audit, write an action plan and share the EAL vision with stakeholders (staff, parents, governors and students)

keep abreast of educational guidance and EAL issues

manage the induction of EAL learners and monitor EAL arrivals and leavers (some induction roles may be delegated)

monitor teaching, learning and assessment

collect and analyse EAL data and advise on EAL development priorities

manage EAL resources

maximise opportunities for staff professional development

promote a school environment that celebrates diversity

promote positive relationships with parents of EAL learners

liaise with and support the school leadership team on matters relating to EAL

The school recognises that some New to English learners may need additional support through a programme of personalised provision. EXAMPLE Secondary School employs XXX full-time EAL/Languages Support Teaching Assistants to support NtE learners.

Raising Achievement


Page | 12

Induction: EXAMPLE Secondary School realises the value of a thorough induction process as this is the first contact with families. All induction meetings will be conducted in a sensitive manner under the direction of the EAL leader. The creation of ‘learner profiles’ on EAL learners’ linguistic background and previous educational experience is crucial in planning future support. The school will build positive relationships with families through the induction process, ensuring that key information is gathered and that information about the school is also effectively shared with the family. We understand that sometimes information sharing can be a difficult issue for families and we will offer some flexibility in how induction meetings take place. At times an interpreter may be needed to support induction meetings.

Assessment: EXAMPLE Secondary School recognises that all students learning English as an additional

language, whether they are older International New Arrivals encountering English for the first time,

or students whose home language is not English but have grown up in England, have to know

and be able to use:

the sounds of English

its grammatical structures and conventions

the meaning of words and phrases

contextual understandings, including non-verbal features

The school uses the NASSEA assessment framework to assess the four language modes;

speaking, listening, reading and writing. Assessment for EAL learners is focused on these four key

areas and is specific to the needs of students learning English as an additional language. It is

recognised that prior educational experience will have an impact on assessment profiles and that

effective assessment (especially initial assessment for NtE learners) is vital in planning provision

and setting targets. All NtE learners will have a “personalised provision plan” to ensure

assessment informs teaching. Consideration is given to the appropriateness of testing EAL

learners at the early stages of English acquisition.

In most cases, the school will assess students using the NASSEA assessment framework until

they are less than 1 year behind their peers. At this point learners will be assessed using the

school’s assessment systems (for English) but will continue to use the NASSEA framework for

specific language target setting and general guidance.

The school assesses the proficiency levels in English of all EAL learners for the school census,

and uses the data collected to monitor levels of proficiency across the school over time. This data

capture will not be used to inform learning but will be used alongside the NASSEA assessment

framework.

Raising Achievement


Page | 13

Teaching and Learning: At EXAMPLE Secondary School we provide an inclusive learning environment where all EAL learners can reach their full potential. We aim to provide excellent teaching through consistent and well researched approaches. EAL learners are entitled to the full National Curriculum programmes of study and all teachers have a responsibility for teaching English and well as other subject content. Our curriculum and teaching methods build good oral communication skills. While this approach and the strategies below specifically benefit EAL learners, they also enhance learning for all our students:

clear learning objectives and the use of appropriate materials and support

key language features of each curriculum area are identified e.g. key vocabulary, structures

visual cues to support language learning across the curriculum e.g. posters, pictures, demonstration, gesture, objects

pre-teaching of vocabulary

collaborative group and paired talk opportunities (including talk partners)

language rich and communication friendly classrooms

high quality modelling of language

the use of home languages, where possible

opportunities for real life experiences

explicit teaching of grammar and spoken English

buddies for New to English learners

an engaging curriculum that reflects the school community and takes account of the linguistic, cultural and religious background of students

planning that understands the language demands for EAL learners

personalised provision and SEN support for EAL learners with specific needs

Continued Professional Development: The school will ensure that all staff are provided with annual access to CPD sessions focused on supporting EAL across the curriculum. These will be coordinated and delivered primarily by the EAL Leader. All new teachers, including newly qualified teachers will have access to EAL training and support led by the EAL leader. The school will ensure that staff carrying out specific EAL roles access appropriate CPD

programmes to develop their knowledge and skills.

Raising Achievement


Page | 14

Monitoring and Review: This policy will be monitored by the EAL leader and will be reviewed annually. Date ratified by governors: Signed (Chair or Governors): Review date:

Raising Achievement


Page | 15

EAL Model Policy Tips Use this policy to help create your own that is a true reflection of your school; your school values and vision, teaching approaches, expectations, leadership structures and teaching provision. Adapt the model policy to your school by considering the following questions:

What is your current school context and has this changed recently?

Does your EAL leader work in a wider curriculum team? How do they work with the English leader?

Do you have specialist language provision for New to English learners? How do you ensure any withdrawal arrangements are effective and time-limited?

Do you have any specialist language teachers? What is their role?

Does EAL provision vary in different key stages?

How does your assessment system for EAL learners fit with your whole school assessment system?

At what point do students move from the EAL specific assessment to your school assessment system?

Are there any other staff that work alongside the EAL leader to support induction (e.g. a learning mentor)?

What teaching strategies do you employ? Are they consistently used across the school? Adapt the Teaching and Learning section so that it matches your school.

Do you have a named governor with responsibility for EAL?

How do you encourage parental involvement?

Tips for making this policy work for you:

Adapt the policy so that it is a true reflection of your school.

Share this policy with EAL parents when their child joins the school. Provide translated

versions if possible.

Ensure all staff, as well as governors are aware of and understand the policy. It could be

used as part of an EAL training session.

Review the policy regularly (ideally every year) so that it reflects the changing needs of the

students and families.

Raising Achievement


Page | 16

Top Tips for Great EAL Provision

These top tips support the EAL audit process and can help when action planning and prioritising.

Leadership and Management

Ensure a skilled EAL leader is in place who is able to support others in school.

Make sure you and staff know where to get advice and keep up to date.

Make sure your leadership team knows your school EAL context and can understand your EAL data.

Be positive about EAL and share the opportunities your EAL learners can bring.

Have a clear and informed strategy to support EAL learners that is right for your school.

Teaching and Learning

Ensure that your curriculum suits the needs of your EAL learners and that there is a focus

on spoken language and communication.

Ensure accurate EAL assessment is used to inform learning.

Invest in skilling up your teaching staff so they are confident in teaching EAL learners.

Ensure that personalised provision and class teaching focuses on inclusion and progress.

Have high expectations of your EAL learners.

Enabling Environments and Induction

Invest time in setting up an induction system that works for your school.

Get to know the whole child from the start.

Promote a welcoming school ethos.

Ensure your school environment values, celebrates and reflects the communities the

school serves.

Ensure classroom environments consistently support language learning.

Partnerships Beyond the Classroom

Continually work at building relationships with parents.

Don’t let language be a barrier to parental engagement - set high expectations and be

creative.

Ensure systems are in place to support the most vulnerable EAL learners.

Link with other agencies and educational establishments to strengthen support.

Learn from others and use research to keep improving.

Raising Achievement


Page | 17

Ensuring the attainment of EAL learners – School self-

evaluation

Introduction

The purpose of using a self-evaluation tool is to help improve provision and outcomes for all EAL

learners at your school. It is for the EAL leader to complete and some schools choose to involve

other senior leaders and EAL practitioners in the process. It is recommended that the audit grid is

highlighted and the key questions, strengths and next steps are completed at the start of each

year and used to inform an EAL action plan. In order to make rapid improvements in provision, the

audit grid and any action plan should be revisited termly.

School EAL Audit: Key Questions

These questions are linked to the EAL audit grid to help schools further consider and evaluate

their EAL provision in school. The process is broken down into four areas and for each section

schools should consider their strengths and next steps. This can then inform prioritisation and

action planning.

School: _________________________________________________________

Date: ___________________________________________________________

Audit completed by: _______________________________________________

Raising Achievement


Page | 18

Leadership and Management

Is there an action plan in place? Is there an EAL policy? Is there a race equality policy?

Is EAL a school priority? Provide details.

What is the EAL leader’s role in school? Give details of skills and experience.

How do leaders ensure EAL students make good or better progress?

How is the progress and attainment of EAL learners tracked?

How is the teaching of EAL monitored?

What EAL related CPD has taken place in the last two years? For whom and by whom?

Do staff know where to go to get support?

Is there any additional funding for EAL? Is there a separate budget for EAL?

How is money spent? What resources are in place?

Strengths Next Steps

Raising Achievement


Page | 19

Teaching and Learning

How is the curriculum taught? How is it adapted for the school’s EAL students?

How are students at an early stage of learning English assessed? How is an accurate picture of English and home language ability gained?

How are gaps in learning for more advanced EAL learners identified and taught? (eg. grammar for ABLs)

How accurate and consistent is assessment across the school (including proficiency level judgements)?

How are NtE learners taught to read (eg. phonics)? Are there appropriate reading resources in school?

What teaching strategies are used in school to support EAL learners (incl. NtE)? Are they used consistently?

What is the profile of the quality of teaching for EAL? How is this monitored?


Raising Achievement


Page | 20

Enabling Environments (including Induction)

What procedures are in place for induction? How is information shared with all relevant staff?

Information gathering: Is information about the student’s previous school experience, interests and home language competency sought? Is accurate information about ethnicity sought?

Information sharing: How does the school ensure information is shared in a way parents can understand? (laptop, visuals, interpreters) What information about parent partnership is shared? Is any other support offered to NtE families?

How do displays and resources reflect different cultures and languages? Does the school noticeably welcome those from all backgrounds (e.g. entrance)?

How do classroom environments support English language learning?


Raising Achievement


Page | 21

Partnerships Beyond the Classroom

How is information about standards and progress shared with parents? What systems are in place for parents and school to discuss any concerns?

How does the school engage with “hard to reach” parents?

How does the school encourage EAL parents to become involved in school life?

What efforts are made to welcome and value the cultural identity of EAL families?

What links are there with EAL communities?

What links are there with other educational establishments and how does this benefit the school?

What transition arrangements are in place to support EAL learners?

How are good relationships maintained with agencies to support the most vulnerable EAL learners?


Raising Achievement


Page | 22

We have included 2 audit tools and schools should choose the one which they feel is the most effective self-evaluation tool to meet their needs.

Raising Achievement


Page | 23

School EAL Audit Tool 1

Aspect R = Not yet in place A = Developing G = Established

Evidence Area for

Development

A1: Leadership and management: Senior leaders

1 The headteacher and SLT provide an active lead on raising the attainment of EAL learners which could include:

asylum seekers

refugees

newly arriving students

early stage learners of English

advanced bilingual learners

Gypsy, Roma & Travellers

2 The school development plan has clear objectives and strategies for raising the attainment of EAL learners.

3 Policies relevant to the achievement of EAL learners are understood by all staff and their effectiveness is monitored, for example, race equality policy, behaviour policy, rewards and sanctions, examination entry policy, G&T identification policy.

Raising Achievement


Page | 24


Evidence Area for

Development

4 The school’s CPD cycle includes regular provision for training for all staff, related to the achievement of EAL learners.

5 Performance management targets include those related to raising the achievement of EAL learners.

6 Funding for EAL is deployed strategically and is used to support narrowing attainment gaps for a range of students including more advanced EAL learners as well as new arrivals.

7 The school monitors the deployment of all additional funding, such as Pupil Premium to ensure that it is adding value and narrowing attainment gaps.

8 The school actively recruits governors and school staff that are representative of wider community groups.

A2: Leadership and management: data

9 The school has robust and sensitive systems for collecting contextual data for EAL learners, such as: first language (L1), other languages spoken, literacy in L1, refugee status and previous schooling inside and outside the UK.

Raising Achievement


Page | 25


Evidence Area for

Development

10 The school has an established time line for the collection and analysis of progress and attainment data.

11 The school analyses attainment data by ethnicity and L1 to ensure an accurate picture of progress and attainment across all years.

12 The leadership team analyses the attainment data to identify trends in relation to subjects, key stages, year groups or classes and ensures that targeted action to narrow attainment gaps is taken as a result.

13 The school has clear systems for communicating findings from ethnicity and language data analyses to all stakeholders.

14 The school is aware of the key issues regarding the under-ascription of Roma groups to Roma heritage categories and strategies are in place to improve the accuracy of self-ascription.

15 Targets are set for the attainment of all groups of EAL learners and progress is rigorously monitored to ensure that attainment gaps are being narrowed.

Raising Achievement


Page | 26


Evidence Area for

Development

16 Composition of student groups is monitored to ensure that EAL learners are not placed inappropriately or over-represented in lower sets.

17 Attendance and exclusions – the school monitors the attendance and exclusion data of EAL learners.

18 The school ensures that CPD is provided so that middle and senior managers are skilled and confident in interpreting and making use of data.

19 Targets are set for the attainment of newly arrived EAL learners using an assessment framework such as NASSEA.

B: Developing Teaching & Learning

20 Teachers use a range of strategies to engage, motivate and accelerate the progress of EAL learners.

21 The curriculum is culturally sensitive and provides opportunities for EAL learners to discuss issues of identity and ethnicity.

22 Schemes of work provide opportunities for addressing issues of stereotyping, racist bullying and promoting cohesion.

Raising Achievement


Page | 27


Evidence Area for

Development

23 Schemes of work and lesson plans show evidence of high expectations of EAL

learners.

24 Lesson plans show evidence of the development of higher-order thinking skills.

25 Lesson plans show evidence of integrating speaking and listening activities into the curriculum.

26 Lesson plans show evidence of explicit teaching of academic language skills.

27 Schemes of work and lesson plans show evidence of use of focused language development activities such as active reading strategies.

28 Schemes of work and lesson plans show evidence of support for developing extended

writing e.g. through modelling, oral rehearsal, shared writing.

29 Students are encouraged to use L1 to support their learning and English language development.

30 Students are grouped within classes in such a way as to support both their progress in the subject and their language development.

Raising Achievement


Page | 28


Evidence Area for

Development

31 Targeted students have agreed language development and curricular targets and these are used to inform planning.

32 Robust assessment information is used to identify gaps in learning, set appropriate individual targets and plan appropriate interventions where necessary.

33 Schemes of work and lesson plans show evidence of opportunities for students to reflect of their own learning and evaluate their work and progress.

34 Teachers have high expectations of EAL learners and ensure they are engaged in active learning, with enhanced opportunities for speaking and listening and with effective models of spoken and written language.

35 The students’ own interests, learning styles and skills are valued and used to develop a personalised learning experience. Staff consult with students about what helps them to learn effectively.

Raising Achievement


Page | 29


Evidence Area for

Development

C1: Engagement, support and intervention: students

36 The school staff are clear on the differences between SEN and EAL. EAL learners are not grouped or taught inappropriately.

37 A range of support and intervention programmes are used to accelerate the progress of EAL learners and the impact of these interventions is reviewed regularly.

38 Any withdrawal arrangements are time-limited and carefully monitored for impact and to ensure full access to the curriculum.

39 The school makes effective provision for students to take examinations in home, community and heritage languages.

40 Vulnerable EAL learners, including asylum-seekers and refugees and G&T, are identified and appropriate provision is made for them, e.g. 1-1 tuition, homework and revision clubs.

41 The school actively engages EAL learners by involving them in all aspects of school life, e.g. school council, pupil voice and Gifted & Talented initiatives.

Raising Achievement


Page | 30


Evidence Area for

Development

C2: Engagement, support and intervention: admission and transfer

42 The school collects and uses a range of information from primary schools and parents to maintain the progress of EAL learners from primary to secondary school.

43 There are clear policies and procedures for students arriving outside the normal admission times, including information-gathering, induction and feedback to parents/carers.

44 The school provides support, e.g. academic tutors, enrichment activities or buddy systems, for students identified as ‘at risk’ of underachieving during their transfer or admission to secondary school.

C3: Engagement, support and intervention: parent/carer partnerships

45 The school creates opportunities to inform the parents/carers of EAL learners of their child’s progress and ensures they are equipped to support their child’s education, for example information evenings, academic review days, workshops, support packs.

Raising Achievement


Page | 31


Evidence Area for

Development

46 The school engages the parents of EAL learners by actively seeking their views, reaching out to parents less confident in speaking English through the use of translators and interpreters, as well as targeted meetings.

47 Parents/carers of EAL learners are well informed about a range of school developments, e.g. procedures for national tests, exam entry policy and enrichment classes.

48 The school actively develops links and effective partnerships with the wider BME communities, e.g. complementary schools, local arts groups, religious organisations and local businesses.

C4: Engagement, support and intervention: culture and ethos

49 The school actively secures representation of bilingual communities at all levels of both non-teaching and teaching staff.

50 Classroom and corridor displays positively reflect the languages, experiences and heritage of EAL learners.

51 The school ensures that all students are aware of the race-equality policy and their role in ensuring that it works.

Raising Achievement


Page | 32


Evidence Area for

Development

D: The school-based EAL team

52 The role of the team is clearly defined and known/understood by all members of staff.

53 The EAL leader understands the importance of prioritising strategic over operational tasks.

54 The EAL team uses attainment data and other evidence to identify priorities.

55 The EAL team has the capacity and skills to undertake intervention programmes which may include:-

a) Students with little or no English

b) Students who are advanced bilingual learners

c) Students who have recently arrived from overseas

d) Asylum seekers and refugees

e) GRT students

Overall rating:

Individual ratings:

a)

b)

c)

d)

e)

Raising Achievement


Page | 33


Evidence Area for

Development

56 The EAL team has the capacity, skills and opportunities to share its knowledge and

expertise to develop the capacity of school colleagues through:

a) advice and documentation

b) demonstration lessons

c) raising awareness of cultural diversity

d) explicit teaching of language acquisition

Overall rating:

Individual ratings: a)

b)

c)

d)

57 The EAL team is actively involved in or manages the induction programme for identified students.

58 The EAL team is able to differentiate between the distinctive features of EAL & SEN.

59 The EAL team can offer professional advice to colleagues on the use of additional adults in the classroom to support targeted students.

60 The EAL team has the necessary resources to utilise/engage the appropriate use of professional translation.

Raising Achievement


Page | 34


Evidence Area for

Development

61 The EAL team has the necessary opportunities to undertake relevant

professional development to increase its collective EAL knowledge.

Adapted from New Arrivals’ Excellence Programme Guidance, 2009

Raising Achievement


Page | 35


The school EAL audit tool on the following pages has been developed using a National Strategies

document as a starting point. Additional information from NALDIC sources, recent research,

Ofsted documents and first-hand experience has been incorporated to produce the audit tool.

Raising Achievement


Page | 36


LEADERSHIP & MANAGEMENT

Focusing Developing Well Developed Enhanced

Development planning and vision

EAL priorities form part of the whole school development plan. School leaders have an understanding of the vision for EAL. An EAL policy is in place. There is a member of staff responsible for EAL leadership.

An audit of EAL provision across the school has been carried out and this feeds into an annual action plan. The headteacher and EAL leader are able to adapt to any changing demographics in relation to EAL and respond appropriately. EAL priorities form part of the school vision, as appropriate to the context.

The audit and action plan is reviewed regularly and amendments are made to school development planning. The EAL action plan is aligned with other subject action plans and EAL priorities are embedded in the school development/ improvement plan. Prioritisation is well matched to the context of the school.

The school’s priorities for improving standards for EAL learners are reviewed regularly and systematically. All teaching staff and governors have an understanding of the vision for EAL within the well understood context of the school community.

Roles and responsibilities

An EAL leader plans for improvements in attainment for EAL learners. They have a sound level of understanding of the EAL needs within the school.

The EAL leader and headteacher are aware of different groups of EAL learners. The EAL leader has a good understanding of EAL provision across the school. Pedagogical understanding is used to plan improvements. Some responsibilities may be delegated. All teaching staff are aware of and are accountable for different EAL learners.

All school leaders are aware of the needs of the range of EAL learners. Roles and responsibilities are clearly assigned to ensure at least good provision and outcomes for all EAL groups (new arrivals, ABLs). The EAL leader has in-depth knowledge of EAL pedagogy and provision and uses this skilfully to lead this area.

A team approach ensures excellent outcomes for all EAL groups. Well-developed systems ensure an inclusive culture where EAL learners make at least consistently good progress. Highly skilled practitioners share their expertise. Governors are aware of different EAL groups and check on provision and progress.

Data analysis

End of Key Stage and year group data analysis shows standards and progress for EAL learners. End of key stage analysis is shared with governors. This is used for future improvement planning. Accurate proficiency in English data is collected (for the school census).

The school is able to analyse data for different EAL groups including ethnicity. Systematic student tracking identifies underachieving groups and individuals, and tracks their progress on a regular basis, across the school. Information is used to inform actions. Leaders understand EAL contextual/ layered analysis. Appropriate language assessment and tracking is in place for New to English learners. Proficiency in English data is tracked over time.

The school has robust and sensitive systems for collecting contextual data for EAL and newly arrived students (eg. length of schooling in UK). Aspirational targets are set for EAL learners and senior leaders monitor the progress of EAL groups (including INA, ABLs and GRTs) and individuals. Information is used to inform SLT actions and target resources. Leaders and governors understand and use EAL contextual/ layered analysis.

There is a rigorous, coherent and manageable whole-school system for using data to set, monitor and review targets for all EAL learners across the curriculum. Trends are shared with stakeholders and data is used intelligently and timely to identify priorities with targeted action taken as a result. Data analysis ensures an accurate picture of progress and attainment across all years. EAL groups that are vulnerable to low attendance are identified, tracked and acted upon.

Raising Achievement


Page | 37



Monitoring teaching and learning

A start has been made towards monitoring and evaluating the teaching of EAL learners. Leaders are able to make accurate judgements on the general quality of teaching and learning.

There is a clear structure for monitoring and evaluating the quality of planning and teaching to support EAL learners in order to identify key priorities for improvement. The progress of learners can be seen in their work. This may be evidenced through written work, audio/ video recordings and/or teacher assessments. Appropriate evidencing, that is not unnecessarily onerous, allows for accurate assessment and monitoring.

Monitoring and evaluation of teaching and learning extends to all areas of the curriculum (including language learning). A range of monitoring strategies are used. This includes planning and book scrutinies, learning walks, lesson observations, pupil voice activities, practitioner skill audits and data analysis. Information is used to plan improvements. The impact and contribution of additional adults is monitored and evaluated.

EAL monitoring and evaluating is embedded within the school improvement plan. It is effective in celebrating success and identifying areas for further improvement in relation to EAL learners across the whole curriculum. The monitoring and improvement cycle has led to improved and at least consistently good teaching for EAL learners across the school. Most teaching results in outstanding learning for EAL learners.

Continuous professional development

EAL priorities form part of the CPD cycle. The EAL leader has received training to help them fulfil their role.

Staff are supported to develop their expertise in EAL through a range of CPD approaches: training, modelling, collaborative teaching. Implementation of EAL CPD is linked to whole-school priorities. New teachers are supported to improve their teaching of EAL learners. Knowledge and understanding of basic EAL pedagogy and how to apply it in teaching across the curriculum is secure.

There is a coherent CPD programme in place which responds to monitoring (lesson observations, monitoring of planning and books, pupil voice and data analysis). Skills and CPD is cascaded to support improvements in teaching and overall provision. Leaders (including governors) have a good understanding of EAL related issues (and are kept up to date) so they can make well informed decisions to support improvements.

The planned CPD programme is aligned with school, local and national priorities and meets the needs of all staff. There is a collaborative and reflective ethos which enables high quality learning and teaching across the curriculum for EAL learners. Innovative and reflective approaches are used and evaluated. All staff are involved in reviewing and evaluating the professional development and support they have received. The impact of professional development is evaluated.

Effective use of resources (including additional adults)

Additional adults (e.g. TAs/ LSAs, specialist staff, learning mentors) add value to learning and help ensure access to the curriculum. Any additional funding for EAL learners is deployed strategically to support new arrivals and ABLs. Additional support and monitoring is in place for EAL pupils who qualifying for pupil premium funding.

Additional adults are deployed effectively to provide targeted support to accelerate progress and ensure access to the curriculum. Class teachers and additional adults review progress of groups and individuals and there is good communication between adults. Efforts are made to recruit effective teaching staff who can support students’ learning and communication with families through the use of first language.

Good use is made of specialist knowledge and expertise, including bilingual skills (e.g. local services and parents). There is a clear understanding of the range of resources available to support EAL learners including visual resources, appropriate reading books and ICT based resources. Their use and impact is reviewed to ensure that resources are targeted appropriately.

Creative, innovative and reflective approaches to EAL learning are undertaken, monitored and evaluated. Resources are of high quality and are consistently used across the school. The cost effectiveness of support for EAL learners (new arrivals and ABLs) is evaluated and reviewed. Bilingual students and adults are appropriately utilised to support EAL learning.

Raising Achievement


Page | 38



Statutory duties and race relations

The school is aware of its statutory duties under the Race Relations Amendment Act (2000) including in relation to GRTs. A race equality policy is in place. Serious racist incidents are recorded, reported and responded to appropriately. The school is up to date with national requirements and legislation that may relate to EAL and new arrivals e.g. tackling FGM/ missing students/ Prevent.

All racist incidents are recognised, recorded, monitored and managed effectively. There is a proactive approach to racism as seen in the anti-bullying and behaviour management policies. Relationships within school are generally positive. Closing gaps in attainment between groups is identified as a school priority.

Race equality is explicitly planned for and it permeates the curriculum. All school policies are regularly reviewed and their impact on race equality is monitored. Parents/carers and students are consulted on race relations. The school monitors the progress of ethnic groups which are at risk of making poor progress.

The school acts as a positive role model for race relations for the wider community. The school evaluates the outcomes of monitoring and strives for continuous improvement in all aspects of its work on race equality. Policies relating to EAL and new arrivals are cross referenced with other related policies.

Provision and inclusion

School staff are aware of the difference between SEN and EAL so that newly arrived students are not grouped or taught inappropriately. Vulnerable newly arrived students (e.g. refugees) are identified and appropriate support and provision is planned for.

Any withdrawal arrangements for NtE students are time-limited and carefully monitored for impact to ensure access to the curriculum. Leaders plan and structure appropriate EAL provision based on the needs of students and the context of the school.

The school has well thought out systems for newly arrived EAL students, ensuring they are able to fully access the curriculum quickly. Any group intervention or personalised learning programme is effective in ensuring accelerated language learning. All staff are trained in using inclusive teaching strategies for NtE learners.

Highly effective systems are in place to ensure provision is personalised and inclusive for NtE learners. Strategies and systems are understood by all stakeholders and are consistent across the school. This results in exceptional progress for this group.

Raising Achievement


Page | 39

TEACHING AND LEARNING


Curriculum and planning

There is an awareness of the needs of different EAL groups (e.g. New to English and advanced bilingual learners) and it is evident that planning is adapted to support their differing needs. Language demands are taken into consideration, as seen in planning. Planning shows an emphasis on spoken language to support literacy. It is evident that British values (including diversity) inform curriculum choices.

Key vocabulary is taught to support learning and opportunities to use new language (both spoken and written) are planned for. A range of strategies are used to help learners access the curriculum at their cognitive level. Any interventions are effective and support inclusive teaching (e.g. appropriate phonics sessions for NtE students). EAL learners have the opportunity to work with students of different abilities. EAL students talk enthusiastically about their learning. The curriculum and teaching reflects the cultural identity of the community.

Teachers are confident and skilled in differentiating work to ensure NtE learners fully access the curriculum. There is a consistent approach across the school. The curriculum is well supported by high quality and appropriate resources, including age appropriate reading books for students at an early stage of learning English. Planning accurately identifies subject specific vocabulary as well as teaches grammatical structures. Planning shows that the expectations of all EAL learners are high. British values are embedded across the curriculum.

Planning shows the explicit learning of spoken and written standard English. Language and communication is consistently embedded across the curriculum resulting in excellent progress. Students talk knowledgeably about British values. Students are taught about human rights and national as well as global dimensions of political, social, historical and economic development. Students learn to approach texts critically and to understand that language is never neutral or impartial.

Assessment for learning

The school uses an EAL specific assessment tool to precisely assess the language development of EAL learners. Appropriate procedures are followed for assessing EAL learners at the end of each key stage. Initial assessments for NtE learners are used to plan appropriate work from the start.

EAL assessment is used to plan next steps, set targets and inform teaching strategies. Staff are confident and secure in subject and EAL pedagogic knowledge to identify gaps in learning and plan next steps. The school’s own assessment and tracking system takes account of the needs and potential of EAL learners. Initial assessment is used to make accurate judgements of students’ English language competency and home language levels. If possible, a home language assessment may be used.

All staff have sufficient subject and pedagogic knowledge to plan the next steps for EAL learners in core subjects as well as for language development. All teachers use assessment information and data analysis to adjust planning and teach gaps in learning. Students are supported to understand the steps towards achieving their targets through effective oral and written feedback. This includes feedback on language development. Initial assessment for NtE learners is used to find out about the student’s interests which then informs planning.

Students are able to articulate their success against targets and talk about the learning. Students and staff use evidence to evaluate progress together and to define the next steps in learning. Students are involved in the process. Initial assessment (and induction) is thorough in finding out about the whole child. This then informs personalised provision for that child and is reviewed regularly. This is consistent across the school. High expectations of all staff and a ‘no excuses’ culture results in consistently exceptional progress.

Raising Achievement


Page | 40

TEACHING AND LEARNING


Quality of teaching and pedagogy

Within lessons there is some differentiation for EAL learners.

Strategies to support EAL learners (including the use of visuals) are used effectively by some staff. Strategies to practise spoken language are used to develop spoken English. Good practice is starting to be shared throughout the school.

A wider range of strategies are used to support EAL learners e.g. talk partners, writing frames, language development prompts, pre-teaching. Visual strategies are used to support students in gathering and organising ideas. ICT is used to promote language learning. Staff model standard English as well as appropriate vocabulary. There is some consistency across the school. Feedback is precise, positive and easily understood. This may be written or verbal. Additional adults are used to support EAL learners effectively in lessons. Any withdrawal and personalised learning is of a high quality.

All teachers deploy teaching strategies to ensure effective learning for EAL learners. Teachers routinely develop language through modelling, providing opportunities for oral rehearsal as well as collaborative talk. Staff scaffold and model learning skilfully. EAL learners make good progress in guided groups and when working independently. ICT is used to support language learning consistently and effectively across the school. Appropriate bilingual strategies are used (e.g. same language buddies, online tools) and multilingualism is valued. Teaching allows EAL learners to demonstrate their strengths.

All teachers have the pedagogical knowledge and teaching skill to teach EAL learners, from NtE through to advanced bilingual learners, resulting is at least good progress for all groups. All staff ensure access to the curriculum through the confident use of scaffolding to support students towards independence. This is of high quality and consistent across the school. Students are given the tools to steer their own learning and are involved in the learning process. Up to date, innovative and appropriate strategies are used to promote language learning (including the effective use of ICT).

Raising Achievement


Page | 41

ENABLING ENVIRONMENTS


School ethos

New students are welcomed into school by staff and students and the general school ethos builds confidence and self-esteem.

The school celebrates diversity as demonstrated through the school calendar and the actions of staff, students and parents. Students are taught to listen to each other’s points of view; values, beliefs and conflicting allegiances are discussed. Stereotypes are challenged.

Newly arrived students, including NtE learners are represented in all aspects of school life such as school council, sports teams and gifted and talented initiatives. Leaders, staff and students actively establish and maintain a welcoming and inclusive environment. The school actively promotes friendships between students of different cultural backgrounds.

The supportive role of peers who share language and culture is recognised and developed. Students, staff and parents are well informed and talk passionately about the inclusive school ethos in relation to new arrivals. This is evident throughout the school e.g. as seen on the playground.

Class environment

Classrooms are language-rich environments. Displays, resources and curriculum choices are beginning to reflect and value the ethnic, linguistic, cultural and religious diversity of the school. Efforts are made to select texts and other resources which reflect cultural diversity. Stereotyping is avoided.

First language skills and diversity are celebrated. Racism, prejudice and stereotyping are challenged. Fiction and non-fiction texts, reflect the cultural diversity of the school and include texts from a range of cultures. Teaching staff use the environment to model the learning process and promote high expectations. The environment provides supportive prompts for EAL learners. Students contribute to displays.

Opportunities are created across the curriculum to emphasise the achievements and contributions of people from diverse ethnic backgrounds and to teach students to recognise and resist bias, stereotyping and racism. This is seen through students’ work and the classroom environment. British people of different ethnicities are actively represented in positive ways whatever the school context.

The classroom environment is well thought out and conducive to learning. This is consistent throughout the school. The language rich environment is adapted to the varying needs of learners and contributes to high quality teaching and learning. The class environment is systematically monitored and evaluated to ensure that it promotes inclusion and learning for all.

School environment

The school’s physical environment shows some reflection of different cultures. Students can experience other cultures through special events e.g. celebrating Eid.

The school community is valued and celebrated through communal display. British diversity is experienced and celebrated though display, events and assemblies whatever the school context.

It is evident that multilingualism and cultural diversity are valued through the physical environment and the attitudes of staff and students. The physical environment results in the welcoming ethos being felt on entering the school.

Staff and students are involved in decisions about the whole school environment. The physical environment reflects values and identities and extends students’ cultural, social and personal experiences. The physical environment is of a consistently high quality.

Raising Achievement


Page | 42

ENABLING ENVIRONMENTS


Induction

Teachers and practitioners know what other languages EAL learners speak. The supportive role of adults who share students’ languages and cultures is recognised. Accurate ethnicity data is sought (including GRT). The generic school induction process is used for NtE arrivals.

A system of induction where information about school is shared and information about the student is gathered is in place. This includes information about previous school experiences. Where appropriate, translation is available. Information about the student is shared with staff, as appropriate. Information is used to plan appropriate support e.g. type and frequency of group language teaching.

Induction systems are well thought out and time is taken to get to know the family and student, ensuring they feel welcome, anxieties are relieved and additional support is offered. Students are involved in the induction process and their views are taken into account in planning provision. Vulnerable newly arrived EAL learners, including refugees, are identified and appropriate provision is made for them.

The school has robust and flexible systems in place to ensure all new EAL learners (and families) have a successful induction experience, including those arriving at short notice and outside of normal admission times. Checks are made to ensure students have settled in well and progress is being made from the start. Personalised provision is planned and regularly reviewed from the start.

Transition

Transition arrangements take account of additional needs for students who are in the early stages of learning English.

The school uses a range of information from any previous schools as well as from parents and carers to support transition.

The school provides additional support for vulnerable EAL students, including NtE learners during transition. Good communication between schools means that students have positive experiences when transferring schools.

The school has effective systems in place to provide personalised support to all EAL learners who are at risk of under-achieving during their transition to their next school. Expectations are high and information sharing is thorough.

Raising Achievement


Page | 43

PARTNERSHIPS BEYOND THE CLASSROOM


Parents and carers

Parents are welcomed and respected. Parents are provided with information on students’ progress and outcomes of assessments. Two-way communication is developing between the school and families. Parents feel confident in contacting the school to discuss any issues. Practitioners share information about students’ learning. Information about the curriculum is shared with parents and can be accessed by EAL parents.

Strategies are in place to ensure that all parents understand their students’ standards and progress in the context of age-related expectations. Parents feel secure that the school has high expectations of their students. Parents and students know that the school values their students’ first languages. Parents are aware of ways to support learning at home. The school takes positive steps to address potential barriers to effective partnerships with parents. The website is designed with consideration towards easy- access for EAL parents e.g. Google translate. An extra effort is made to communicate with parents who have limited English.

Parents have regular updates on their students’ progress. Parents are supported in developing discussions about progress and learning with their students. Strategies are in place to enable all parents to support their students’ learning including examination information e.g. information sessions, support packs. Parents understand the school’s curriculum as well as learning and teaching approaches. All parents are welcomed into school and the school plans events where language is not a barrier to involvement. The views of EAL parents are sought and used to inform school improvements. Hard to reach parents are actively supported to engage with school and their child’s learning.

Systems are in place to ensure that all parents of EAL students can access and respond to information on their child’s learning. Parents and families are invited to share information about their child’s learning and achievements beyond the school. Parents with limited English are helped and encouraged to become involved in the school community and take part in school events and celebrations. Parents feel valued members of the school community. Parents are encouraged to use their skills to support school activities. EAL parents and family members are invited into school as role-models. The school seeks the views of newly arrived EAL families.

The wider community

Representatives of the community support decision making (through the channel governance). The school has some links with the wider community that add to the educational experience of the students (e.g. leading assemblies).

In areas of high ethnic diversity, the school actively seeks representation of the minority ethnic and bilingual communities at all levels of teaching staff as well as governors. Links with community groups and other schools are being developed to enhance students’ learning.

The skills and expertise within the wider community are used effectively to support learning and school governance e.g. art groups, local businesses and religious organisations. Community role-models are used to promote bilingualism and set high expectations. Links with other educational establishments are used to support EAL learning and leadership. Where EAL forms a small proportion of the school, an effort is made to value the languages of minority EAL families.

The wider community contributes cohesively to the learning experiences of the students. The promotion of home language and the teaching of English are enhanced through links with the community. Students are aware of their part within the extended community.

Raising Achievement


Page | 44

PARTNERSHIPS BEYOND THE CLASSROOM


Other professionals

Other professionals are used to support the welfare of EAL learners. The school has some links with other professionals which are used to support EAL learning (e.g. training).

The school has effective links with other professionals to support NtE pupils and identifying and supporting those at risk. The school knows where to go to get support for EAL learners. Where necessary, the school uses specialists to support EAL CPD.

The school utilises a range of other professionals to support the learning and welfare of EAL learners and families. The school is able to sign-post support to families and does so effectively. EAL CPD delivered by other professionals has a measurable impact on EAL learning. The school is starting to use research to steer improvements for EAL learners.

The school has effective systems for supporting vulnerable learners (including those EAL learners with additional needs). No stone is left unturned in supporting the most vulnerable. The school effectively uses academic research to impact on outcomes for EAL learners. All key staff know the support external professionals can offer. A pro-active approach is used to engage outside professionals.

Key to Acronyms

ABL- Advanced Bilingual Learner

CPD- Continued Professional Development

EAL- English as an Additional Language

FGM- Female Genital Mutilation

GRT- Gypsy Roma Traveller

ICT- Information Communication Technology

INA- International New Arrival

LSA- Learning Support Assistant

NtE- New to English

SEN- Special Educational Needs

SLT- Senior Leadership Team

TA- Teaching Assistant

Raising Achievement


Page | 45

Model Language and Literacy Policy

Sample Language and Literacy Policy (from EAL Nexus)

Principles:

All students have an entitlement to language development in their mother tongue, English and one or more other languages – heritage or Modern Foreign Language;

Language is the main medium that we use for thinking, teaching and learning so it is at the heart of the school;

Language and literacy are best taught within the context of the subject;

All teachers need to give attention to language and literacy development in their own subject;

Students who are not yet fluent in spoken English or the language of the curriculum are entitled to receive planned support for their oracy and literacy skills

Whole school language development: Subject areas need to take account of the range and complexity of tasks in their subject areas from years 7-11, so that they create a curriculum that gradually develops the literacy skills needed for public exams in the upper school. All teachers will need to consider language demands alongside the content of the curriculum and plan how they can support students to develop oracy and literacy appropriate to their subject. In writing schemes of work and medium term plans, they should consider the following questions:

1. What opportunities are there to explore ideas orally and collaboratively?

2. How can teachers model the key subject language needed?

3. What specialist vocabulary do students need in order to understand new concepts and how can this be presented to them in an accessible way?

4. What range of texts do students need to read and how can their reading be scaffolded to support learners with diverse needs?

5. What types of written tasks do pupils need to carry out and how can these be framed to support students at different levels?

6. Are lessons planned to ensure that the language or learning support teacher has a clear role in developing literacy?

Raising Achievement


Page | 46

The role of subject teachers is to:

Develop consistent approaches to teaching and learning in literacy and to build increased awareness of the existing language knowledge and understanding that students bring to lessons.

Use speaking and listening strategies to develop subject learning.

Plan for teaching and learning of subject-specific vocabulary.

Develop active reading strategies to increase students’ ability to read for a purpose and engage with a variety of texts.

Model writing for key text types within their subject.

Language and literacy experiences of EAL students:

Some students already have good language and literacy skills in two or more languages.

Some students are beginner EAL learners and have never learnt to read or write in any language.

Some students have missed some or all of their primary education and have not fully developed the language and literacy skills needed for secondary school.

Some students have statements of SEN with language or literacy needs.

All these diverse groups benefit from teaching that develops their language and literacy. In this school, XXX of the school population are bilingual. Most of these students are already orally fluent in everyday English. However, they are not all fluent in the academic language of the secondary curriculum which is the key to exam success. As students progress through the secondary school, the language and literacy demands of the curriculum increase and students need to develop a wider range of language skills, in particular making the transition from spoken to written forms. They also need to be able to adopt different styles (genres) to meet different purposes and audiences. Some of these genres are familiar from primary school, for example narrative writing in English or explanations in science. Secondary school subjects have a wider variety of written genres and these need to be explicitly taught. Beginner EAL learners: About XXX of the school are not yet fluent in English. It takes 1-2 years to become fluent in everyday spoken English, but 5-7 years to develop proficiency in formal, written English. Students who are new to English will be integrated into mainstream subjects most of the time. This enables them to;

develop oral fluency quickly

immediately feel part of the school

develop language in context

experience their full curriculum entitlement

Additional support in class and some small group literacy teaching will be offered by the EAL team. Students will not be withdrawn from Maths, Modern Languages or practical subjects where they can usually make good progress whatever their language level.

Raising Achievement


Page | 47

Teaching strategies to support EAL beginners:

provide a classroom rich in oral experiences

enable learners to draw on their existing knowledge of other language/s

encourage and use bilingual support from other students and staff

use translated materials and bilingual dictionaries

allow students time to practise new language

use visual support of all kinds (diagrams, maps, charts, pictures, realia)

develop card sorting, sequencing and matching activities Developing language and literacy skills: In order to be fully literate, students need to be able to understand how we adapt our everyday speech into formal, written texts. Learning through talk:

1. using speaking to clarify and present ideas

2. using active listening to understand a topic

3. hypothesising, evaluating and problem solving through discussion Teaching strategies:

provide pre and post listening activities such as listening frames

use information gap and other collaborative activities

allow students to do some assessment orally

ask students to rehearse answer with partner before answering

use teaching assistants to support discussion groups Learning from text:

1. reading for meaning – inference and deduction

2. understanding how subject specific texts are organised

3. developing research and study skills Teaching strategies:

make the purpose of reading explicit

read aloud to students

teach students how to find their way around text books and use index, contents, etc.

show students how to write questions before starting research

help students decide whether to scan or skim read or close read

ask students to transfer information from text to diagrams

encourage and show students how to use the library for research and pleasure

Raising Achievement


Page | 48

Learning through writing:

1. using writing to think, explore and develop ideas

2. structuring and organising writing to link ideas into paragraphs

3. developing clear and appropriate expression at sentence level

Teaching strategies:

make sure students are clear about the purpose and audience for their writing

point out the differences between speech and writing

help students use appropriate level of formality

give students model texts before asking them to write

show students how to organise writing using planning frameworks and graphic organisers

support extended writing with frames and key connectives to link ideas

ask students to evaluate, correct and redraft their writing

Raising Achievement


Page | 49

Lesson observation template – from EAL Nexus, British Council

School: Date:

Teacher: Additional adult(s):

Year group: Subject/topic:

Context: (grouping)

Number and types of learners: EAL/SEN, boys/girls

Criteria Comments

1 Learning objectives

Language or literacy objectives

2 Lesson planning

Analysis of language demands of lesson

Structure and pace of activities

3 Classroom environment

Grouping and seating

Ethos/display/cultural

Behaviour management

Roles of other adults

4 Teaching

Use of prior knowledge (including first

language)

Visuals and realia and use of body

Speaking and listening and group work

Vocabulary and key words

Teacher/adult modelling

Differentiation or support for reading and

writing

Other resources used (e.g. IT)

Raising Achievement


Page | 50

5 Learning

EAL learner progress

Learner use of language

Engagement and challenge

Skills for independent /collaborative learning

6 Assessment for learning

Plenary and review

Questioning

Concept checking

Feedback and marking

Peer and self-assessment

Questions to teacher

What training in EAL have you had in last 3 years?

Do you know where to go for more help/training?

How do you talk to/meet parents?

Have you thought about groupings/assessment of progress?

Further notes

Observer: Date:

Raising Achievement


Page | 51

EAL planning tool (from British Council EAL Nexus

Project)

Evidence

Area for

Development

Learning intention is made clear to

students

Success criteria are clearly explained

or created with the students

Resources reflect culturally and

ethnically inclusive contexts

Resources to scaffold learning are

used such as writing frames, key

visuals, graphic organisers

Plan takes account of students’

linguistic and cultural backgrounds /

prior experiences

Strategies to activate prior

knowledge are included

Subject specific vocabulary is

identified and made explicit to the

students. Words are displayed on

wall/table cards

Language demands of the tasks are

identified (language functions) and

included in plan

Language structures are made explicit

to the learners

Modelling to students

Displaying on wall / table cards

Providing opportunities for use in

speaking tasks

Reflecting on the language used

Raising Achievement


Page | 52

Evidence

Area for

Development

Key questions have been carefully

thought out

The support TAs are to give is explicit

in the planning for all sections of the

lesson

Opportunities are provided for

students to use the first language for

learning at appropriate times


students to reflect on their own

learning


students to give feedback to others

The groupings have been carefully

thought about e.g. pairs/mixed

ability/same language / EAL learners

with confident English speakers /

attainment groups


students to develop their speaking

and listening skills – paired talk

collaborative group tasks, hot-seating,

drama etc.

Opportunities are provided for EAL

learners to hear good models of

English

Differentiation has been carefully

considered to ensure activities for EAL

learners are challenging but still

accessible. Activities are linked to the

National Curriculum and wherever

possible linked to the class objective /

theme / topic of the lesson.

Raising Achievement


Page | 53

Monitoring Notes: EAL Learning Walk

The areas of focus for the Learning Walk on this proforma may be changed based on school priorities.

Focus Summary Notes

Use of working walls to accelerate learning

Multi-lingual displays. Key visuals to explain key concepts/vocabulary. Culturally inclusive displays. A focus on language development (sentence level as well as word level)

evident on working walls – use of talk frames and prompts Success criteria on display.

Displays reflect the ethnic, cultural, linguistic and religious backgrounds of students.

Displays include global perspectives. Displays challenge bias, racism and stereo-typing. Displays reflect purpose for learning as well as guidance for parental

involvement, taking account of the diversity of parents. Displays are initiated by students as well as adults and celebrate

collaborative as well as individual work. Cross-curricular links are evident. Communicate to parents and other visitors what the students are learning.

Effective direction and use of additional adults

Bi-lingual staff deployed to use their linguistic skills. Staff directly engaged in developing S & L skills with EAL learners. Additional adults pre-teach key concepts/vocabulary to EAL learners. Allocation of additional adult support – not always allocated to SEN or EAL

withdrawal groups. Staff are very clear about their role – planning and lesson objectives are

regularly shared with them. Staff are engaged in activities which promote independent learning.

Raising Achievement


Page | 54

Focus Summary Notes

Planned and delivered differentiation

Scaffolding of learning e.g.– graphic organisers used to support the writing process.

Students’ linguistic and cultural experience used to support learning and aid motivation.

A focus on S & L evident in planning and teaching. All students can access the lesson at their level. The teacher demonstrates how to achieve the learning outcome in clear easy

steps. Classroom management and layout of class promote collaborative learning.

An overall purposeful and working atmosphere

All students engaged in meaningful learning – ref Cummins Quadrant. Students communicate their ideas effectively when supported by cultural and

linguistic prompts. Students use names and situations from own cultures and contexts in oracy

and writing. Racial awareness, tolerance and equal opportunities a reality - taught within

the curriculum and reflected in representation of staff. Students working together in pairs, groups etc. Students are able to say what they are learning and why. Students can articulate what is good about their work and how they can

improve. BME learners and new to English learners are proportionally represented in

higher ability groups.

Raising Achievement


Page | 55

Focus Summary Notes

The learning environment

Reading materials in the school and class library include positive role models, reflect and value diversity, include fiction as well as non-fiction from a range of cultures (local and global) and explore a range of issues such as equality, justice, migration, displacement etc. and challenge bias and stereotyping and racism.

Reading material includes dual language and community language books, newspapers and magazines.

Computers – individual and in suites – have multi-lingual instructions and provide facilities for word processing in languages which use different scripts.

A wide range of ICT is available for students to use. Teaching resources reflect diversity. Resources are easily accessible for all, including early stage EAL learners. Furniture arrangement facilitates flexible use of groupings for teaching and

learning.

Adapted from Essex County Council

Raising Achievement


Page | 56

Proficiency in English Codes Schools are required to submit proficiency in English codes for all EAL pupils, annually at the

Spring school census. It is recommended that the EAL leader consults the school census

guidance for updates and further information.

Code Level Criteria

A New to English May use first language for learning and other purposes. May remain completely silent in the classroom. May be copying/repeating some words or phrases. May understand some everyday expressions in English but may have minimal or no literacy in English. Needs a considerable amount of EAL support.

B Early acquisition

May follow day to day social communication in English and participate in learning activities with support. Beginning to use spoken English for social purposes. May understand simple instructions and can follow narrative/accounts with visual support. May have developed some skills in reading and writing. May have become familiar with some subject specific vocabulary. Still needs a significant amount of EAL support to access the curriculum.

C Developing competence

May participate in learning activities with increasing independence. Able to express self orally in English, but structural inaccuracies are still apparent. Literacy will require ongoing support, particularly for understanding text and writing. May be able to follow abstract concepts and more complex written English. Requires ongoing EAL support to access the curriculum fully.

D Competent Oral English will be developing well, enabling successful engagement in activities across the curriculum. Can read and understand a wide variety of texts. Written English may lack complexity and contain occasional evidence of errors in structure. Needs some support to access subtle nuances of meaning, to refine English usage, and to develop abstract vocabulary. Needs some/occasional EAL support to access complex curriculum material and tasks.

E Fluent Can operate across the curriculum to a level of competence equivalent to that of a pupil who uses English as his/her first language. Operates without EAL support across the curriculum.

N Not yet assessed

Raising Achievement


Page | 57

Date post:	12-Jul-2020
Category:	Documents
Upload:	others
View:	1 times
Download:	0 times

Leicester City Secondary Schools EAL Leadership Handbook€¦ · Leicester City Secondary Schools...

Documents