EAL

Intent, Implementation and Impact Statement

Subject: EAL

Intent

At Arden we have children arriving with English as an additional language, or in some cases, with no English. Our main aim is to settle the children as quickly as possible, into school life; to encourage them to take part in the daily routines and structures, which will help them to develop, not only an understanding of the academic aspects of English, but the use of our language as a social interaction.

Our priority is to ensure that all pupils are enabled to have access to a broad, balanced and relevant curriculum. English is best learnt through the curriculum and EAL pupils should be encouraged to play a full part in all learning opportunities.

EAL learners make the best progress within a whole school context, where pupils are educated with their peers.

Our school environment promotes language development through the rich use of language.

The school structure and overall ethos help EAL pupils integrate into the school whilst valuing diversity.

Bilingualism is viewed as a positive and life enriching asset.

Parents and prospective parents will be provided with the particulars of our EAL provision.

Implementation

At Arden the EAL teaching focuses on individual pupil’s needs and abilities. Each child has their own EAL assessment profile, which is reviewed every half term.

Differentiated planning is put into place to support the EAL children across the curriculum. In Maths, the planning is differentiated according to the children’s previous education and knowledge and targets are being set to fill the gaps.

Staff use support strategies to ensure curriculum access for C, D & E Pupil’s Needs:

·  Collaborative group work

·  Enhanced opportunities for speaking and listening

·  Effective role models of speaking, reading and writing

·  Additional verbal support-repetition, alternative phrasing, peer support

·  Additional visual support, e.g. posters, objects, non-verbal clues, pictures, demonstration, use of

gesture, etc.

·  Bilingual resources, e.g. dictionaries, on-line support, bilingual staff/pupils, texts, key word lists

·  Writing frames, directed activities related to texts

·  Opportunities for role play

·  Regular feedback from staff

·  Opportunities to focus on the cultural knowledge explicit or implicit in texts

·  Discussion provided before and during reading and writing activities, using preferred language where appropriate

·  Learning progression moves from concrete to abstract

·  Further support for pupils’ language development is provided outside the formal curriculum, e.g. in assemblies, school clubs, homework clubs, etc.

Intended Impact

Because of our early, and ongoing intervention, children are supported in their learning, at appropriate levels across the school. EAL pupils will be provided with opportunities to make progress and If they keep up with the curriculum they are deemed to make good progress.

In the Early Years, EAL children will be provided with reasonable steps to learn and play in their home language. Through a high ratio of staff to pupils, pupils have easy access to good models of speech and language and are able to work often in small groups at very regular intervals.  Language is promoted at all times through various structured activities involving craft, Literacy, Numeracy etc. as well as through many play activities where pupils have an opportunity to learn from peers and staff and to practice their own skills in informal settings. In the nursery most of the staff are bi-lingual so that many of pupils can often be taught in home language in order to aid their understanding of English.

Key Stage 1and 2.

As the pupils move up through the school many classes have access to a bi-lingual speaking adult. The pupils continue to learn through general structured activities and social activities but also have specific Speaking and Listening activities, as outlined in the Literacy planning for each year group. In Key stage 2, where the children may be involved in the setting system, those pupils with the greatest language needs will be in the smallest sets and therefore receive the best support focusing on their needs.

Pupils joining the school in key stage 1 or 2 with no English will also receive extra support from a designated EAL Teaching Assistant. Through a procedure of formative assessment and targeting specific language and grammatical areas, pupils will receive tailored support in 1-1 and small group sessions. The pupil will also be carefully identified as EAL or SEN which is often confused, and support given accordingly. Children should also receive pre-tutoring in key curriculum areas to support in class learning. A pupil’s peer group are also recognised as a valid source of support, particularly in subjects where language is of secondary importance to general understanding. i.e. Numeracy, P.E etc. The class teacher and EAL Teaching Assistant will also track the progress of specific EAL pupils to ensure that progress is being made and targeted interventions are working. It is also worth noting that good liaison between staff and parents is essential in order to support these pupils and also to offer support to the family e.g. available English classes for adults.

Our school aims to address the needs of EAL pupils within the classroom. However, there will be times when it will be appropriate for children to be withdrawn from lessons to receive focused support.