St Mary's C of E Primary School & Nursery

English as an additional language (EAL)

EAL LEAD: Anne Cuthbert

LINK GOVERNOR: Sam Lenders

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 deɛ ɛyɛ hann       Świeć jasno     brilhar vivamente     明るく輝きます    闪闪发光

jasně zářit    ప్రకాశవంతంగా ప్రకాశిస్తుంది    hell scheinen           klere klere        উজ্জ্বলভাবে চকমক

Faith in Everyone to Shine Brightly          कोंकणी          brillar            jasně zářit             بدرخشید

fel schijnen             چمک             तेज चमक                straluceste puternic             Leeraay weex

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Intent

At St Mary's we use class a pupil as using EAL if ‘they are exposed to a language at home that is known or believed to be other than English'. We are usually made aware of this through admission data provided by the pupil's carer(s).

At St Mary's we are proud of the linguistic and cultural diversity in our school and believe that effective teaching and learning using EAL happens through our approach to, and delivery of, the National Curriculum. We intend to provide pupils with EAL with the support that they need to achieve their potential and make good progress.

At St Mary's all teachers understand that Quality First Teaching is the first step in ensuring EAL learners make progress inline with their peers. This is monitored regularly as part of our robust programme, feeds into staff training and is reported back to a linked governor. 

Implementation

At St Mary's Primary either on arrival to the school or throughout children’s time at our school we:

• identify children’s level of language acquisition using the Wiltshire Tracking Documents (provided by EMTAS);
• recognise that the ability of pupils for whom English is an additional language may be in advance of their communication skills in English. Teachers not only plan teaching opportunities to help pupils develop their English but also ensure English language development does not act as a barrier to achievement in non-language-based learning;
• put into place the recommended strategies that the EMTAS tracker helps to identify;
• train staff in the use of key strategies to support EAL learners (EMTAS and Bell Foundation training most recently on our October TD Days)
• use these strategies as part of Quality First Teaching in all lessons;
• focus on children’s vocabulary across the curriculum using a variety of strategies suited the the learner including the sharing of materials prior to the start of new topics;
• put strategies in place in the classroom to ensure all children feel included, valued and able to access learning across the curriculum, regardless of their current acquisition of the English language;
• strive to increase parental involvement, involving home in helping to support vocabulary learning by providing pre-teach packs to introduce new topics;
• celebrate the languages spoken by our community by translating our school prayer and displaying home languages around our school;
• monitor data and assessments to inform planning and practice within the classroom using EAL as a separate group.
• work alongside our SENCo using the APPEAL document to identify any EAL learners who might also have an additional learning need
   

Useful Webpages and Links for parents and carers:

The Bell Foundation provides lots of support, including Home Learning guidance and advice. 

Language Learning Games in over 70 languages here

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