Supporting EAL (English as an Additional Language) pupils is a whole-school approach that focuses on integrating language development into the curriculum while providing targeted support to ensure academic and social success. It is crucial to remember that a pupil's English proficiency level does not reflect their cognitive ability or prior educational experience.

Initial Assessment and Induction

Effective EAL provision begins the moment a pupil is admitted, focusing on getting to know the whole learner.

  • Initial Assessment: Upon arrival, pupils are assessed to determine their level of English proficiency (in listening, speaking, reading and writing) and their literacy in their first language. This assessment also gathers crucial information about their prior schooling and any potential trauma or gaps in education.  We use WellComm assessments to gain an in depth understanding of the child's strengths and areas for development within their spoken language.

  • Welcoming Environment: A supportive, friendly, and culturally aware induction is provided for both the pupil and their family. This often includes a school tour, an induction pack (possibly translated or visual), and assigning a peer 'buddy' to help the new pupil navigate school routines and socialise.  This is done through a team of trained Young Interpreters, who have regular meetings to discuss ways of supporting children who are new to English.

Valuing Home Language: We celebrate all multilingualism. This is seen as an asset. Staff use translation tools, bilingual resources and connect with parents in their home language where possible - particularly through the use of a number of multilingual staff.

Classroom Support

The core of EAL provision is ensuring that all pupils can access the full curriculum alongside their peers, primarily through adaptive teaching and scaffolding in the classroom.

 

Strategies for Language and Content Access

  • Scaffolding: Teachers break down complex tasks and concepts into smaller, manageable steps, providing temporary support that is gradually withdrawn as the pupil gains confidence. For example:

    • Speaking/Writing Frames: Providing sentence starters and vocabulary banks to structure oral and written responses.

    • Modelling: Explicitly demonstrating the target language, task or concept.

  • Explicit Language Teaching: Technical and subject-specific vocabulary is pre-taught and reinforced.

  • Visual Aids: Using visuals is essential for linking new concepts and words to meaning. Teachers frequently use:

    • Images, diagrams, and real-life objects to illustrate vocabulary.

    • Graphic Organisers (mind maps, flow charts) to help pupils organise their thinking and see connections between ideas.

    • Visual Timetables and clear non-verbal cues (gestures) to reinforce routines and instructions.

    • Use of The Bell Foundation resources, where appropriate.  

  • Promoting Interaction: Pupils are given planned, frequent opportunities to use English in a low-pressure environment:

    • Paired/Group Work: Collaborative tasks allow pupils to rehearse language, discuss concepts and get support from peers.

    • Think Time: Allowing extra processing time for EAL pupils to formulate an answer.

Learning Time: Acknowledging the ‘silent period’ where new arrivals absorb language before feeling ready to speak.

Targeted and Specialist Support

In addition to mainstream classroom support, some students may receive specialist intervention.

  • Withdrawal/Intervention Groups: Pupils with the lowest proficiency, especially those who are new to English, may have short, targeted sessions. These focus on key vocabulary, basic English structures for school.

  • In-Class Support: TAs work within the classroom to provide immediate linguistic support, clarify instructions and help the pupil access the lesson content.

  • Staff Training: All school staff (teachers, TAs, and support staff) receive regular on EAL pedagogy and best practice to ensure a consistent approach.