EAL

Hampden Gurney English as an Additional Language Policy

Introduction

This policy states the aims and strategies for the provision and support of pupils with English as an Additional Language. It has been developed through consultation with the staff at Hampden Gurney Primary School, with regard to the SCAA document ‘Teaching English as an Additional Language: A framework for Policy’.

Rationale

This policy works within the values and ethos of the school’s mission statement. The school recognises equal opportunities for all pupils, regardless of race or gender. It aims to provide a stimulating and challenging environment to prepare children for the multi-cultural society in which we live and adheres to the principles as outlined in the Inclusion team policy framework. All the pupils in the school are entitled to the full National Curriculum programmes of study and their teachers have responsibility for including the teaching of Language across the full range of curriculum subjects.

Definition

In this policy, the term ‘bilingual’ refers to pupils who are in regular contact with more than one language for the purpose of daily living. It does not imply fluency and there will be varying levels of competency in all areas of language learning (listening, reading, speaking and writing).

For most children, English will quickly become their main language in educational terms, whilst their first or community language will continue to be a crucial aspect of their social and cultural identity.

Aims and Objectives

We aim to ensure that all lessons support and stimulate development in English to help each child fulfil their potential.
When possible we will provide opportunities to promote children’s first languages, recognising them as an asset to their learning.
We aim to build on children’s existing knowledge of their own language to help develop their English language.

Raising Achievement

Groupings

Exposure to natural communication must be maximised. In class, bilingual children will be grouped alongside the best ‘native’ speakers, wherever possible, to ensure that they hear good examples of spoken English from which to learn.

Bilingual children will work within the mainstream classes, following the full National Curriculum, using differentiated work set by the teacher.

Where possible, children may work in small groups, outside the class with a specialised EAL teacher, following a set programme of work. This practise enables pupils to work within a comfortable, non- intimidating environment at their own pace and level of understanding.

Support

Lessons are supported with visual and concrete objects alongside explicit language teaching to ensure the children get first hand, practical experiences in all subjects. The EAL co-ordinator is available for advice on how to make lessons more accessible to bilingual children.

Extra support for bilingual children is available through three main programmes, depending on the individual needs of the children:

English as an additional language (EAL) teaching programme
Special Education needs (SEN) teaching programme
Gifted and Talented Teaching (G&T) programme
Learning Mentor programme

Support will either be within class, as partner/ team teaching or withdrawal in small groups from class.

Assessment

The class teacher or EAL coordinator may carry out a N.F.E.R. non-verbal reasoning test with bilingual children on entry into school. ‘New arrivals’ (Pupils who have recently entered the U.K) will be required to complete a ‘New arrivals assessment’ in order to determine his/her level of English. These assessment will be used in conjunction with the teacher’s observations to set targets.

Individual or group targets will also be derived from language assessments, carried out by the EAL coordinator in consultation with the class teacher. This information will be a key factor in the planning work and appropriate support for bilingual children.

The progress of bilingual speakers will be monitored through assessments in Speaking and Listening, Reading and Writing. Children will be allocated stages according to set criteria. The levels will be sent to Westminster Ethnic Minority Achievement Service Once per year.

Special Education Needs

Before bilingual children are considered as having a special education need, the class teacher will first examine other possibilities including:

The time spent in England

If the child speaks English only at school

If the child is experiencing a ‘silent period’

If there has been a development in the English used

If the work is suitable for the child’s level of English

If the child has a good grasp of conversational English, but is struggling with the academic aspect of learning.

Home School Links

At Hampden Gurney, parents are considered as an essential partner in their child’s learning. It is beneficial for parents to discuss school topics with their children in their own languages as this helps maintain their home language.

With the help of the Home-School Liaison officer, we aim to increase parental involvement in the school.

Bilingual translators are available through the Westminster Bilingual Service if necessary, for meetings between parents and teachers.

Parents may be invited into school on a regular basis to read with the children, if possible, in their first language.

Parents are invited to participate in cultural events and the share their experiences with the children.

When possible, parents are asked to share their language in school, working alongside the teacher to help the children learn and hear another language.

Guest speakers are encouraged to come in to impart knowledge of their culture in school.

Celebration of cultures

The school aims to recognise and appreciate the varying cultures of its pupils through the celebration of particular events, such as Monthly Cultural days, International day, Refugee week, Black History Month and Cultural Display week. All the following events, with the exception of Black History Month and Monthly cultural day, are held in the summer term.

Resources

Providing appropriate resources is an important aspect of teaching bilingual children. Resources are in the form of more concrete objects (books and tapes) for use in subject lessons.

Dual language books covering many different languages are available from the library.

Our aim is to increase the number of language books available and to gradually build up more factual and subject resources.

Monitoring Arrangements

The class teacher and EAL teacher will carry out the initial assessments of newly arrived bilingual pupils, to assess their individual needs. Both teachers will decide on each child’s stage of English language development and from this, will ascertain their needs, appropriate support and set targets.

Some children will require individual programmes of support, which will be devised by the SENCO, EAL and class teacher together if necessary.

The EAL coordinator is responsible for EAL returns, which are sent to Westminster once per year. Regular meetings between the EAL teacher and class teachers are required for discussion about progress and achievement for all bilingual children.

The SMT will meet with the EAL coordinator to monitor test results, ensure the bilingual children have received appropriate marks and decide on any necessary action.

Pupils needs.

All pupils need a welcoming, accepting ethos in the classroom and school. Bilingual children may need extra support to gain full acceptance from their peers. We aim to help integrate children smoothly into school life by ensuring security from any form of racial harassment.

Pupils require a curriculum that, where possible, reflects their interests and cultures.

At all times, there is a need for high expectations and standards to be maintained by both teachers and pupils.

Reviewed 2005