How our school supports the social and educational needs of EAL learners:
- Where appropriate an induction plan is created for new arrivals including collection of background information.
- We have flexible approach that makes use of a range of strategies to create an plan to suit individual need. This may include: transitional visits ahead of starting; staff introductions; class informed of new arrival; pupil interests shared with classroom staff; buddy system; playground monitoring.
- Clear Assessment and monitoring of additional language acquisition.
- Class teacher observations and school assessment systems are used to monitor progress regularly.
- Inclusive planning
- The needs of EAL pupils are considered carefully by teachers at the planning stage. Consideration is given to how culturally different/similar the lesson content is for the bilingual pupil. Staff consider what prior knowledge is needed to access the lesson and when this is not in place then ‘pre-teaching’ is used to familiarise the learner e.g. European fairy tales.
- Consideration is also given to maximise the opportunities when the pupil’s background can be represented in the curriculum or where the use of their first language can be facilitated.
- Most learners needs are met through good Quality First Teaching (QFT) strategies e.g. Pupil placed where they can easily see the board and have eye contact with the teacher; visual labels on trays/cupboards; visual timetables; visual prompts to support teaching; talk partners; instructions clear with plenty of repetition; graphic organisers to support writing.
- Some pupils may need more support e.g. pre-teaching vocabulary and language structures for the forthcoming lessons; role play to consolidate teacher talk, additional English and Maths support.
- Teaching strategies which encourage talk and participation
- Talk for learning is fundamental to our school ethos.Classes make regular use of talk partners; role play and drama and collaborative learning.
- Good language role models are created through careful groupings with peers.