Inclusivity for Learners of EAL

a whole school audit for new EAL Co-ordinators

Section In place? (tick) Action

School Environment
Positive Images around diversity / Multilingual signage, eg library, Head teacher’s office, departments
Displays around school reflect pupil diversity, including ethnic, cultural, linguistic
Admissions
Inclusivity of admission procedures for new pupils with EAL, for example / Visual information, e.g. list of school uniform items/school equipment for pupil and parents
EAL Co-ordinator routinely invited to attend admission interviews of new EAL pupils
School uses the ‘Useful Information re New Arrivals’ form including the visual format with parents to obtain as much background information as possible
School has information on how to book interpreters as needed
EAL learners’ dietary needs known and met in school
EAL Support from Day One / Visual timetables designed, ready for use
Buddying procedures in place for pupils (and for parents) including visual map and timetable
e.g. school layout, school routines, support around school lunch/using school cafeteria
Useful web sites information that can be used to support the new arrivals shared with all staff
Comprehensive, induction and monitoring programme in place for all newly admitted mid-term learners of EAL?
Staff awareness - general / Format in place to distribute information to all relevant staff re background and EAL status of all pupils concerned?
EAL assessment / Ongoing assessment of EAL learners, logging of EAL stages, targets set for each language skill and made known to all staff.
Advice on teaching strategies to match EAL levels for each language skill available for all staff
Assessment outcomes shared with all relevant staff
Staff awareness – general / Basic strategies to support and include EAL learners known to/used by all staff
Distinctions between EAL and SEN known by all staff
Staff awareness – Curriculum
EAL inclusive delivery in place by teachers/TAs? / Inclusive teaching strategies shared with all staff - For example,
planned, structured peer collaboration at all levels,
writing frames across the curriculum
Pre-teaching available to EAL learners where possible and appropriate
Suitable resources in use (bought by the school/borrowed from EMTAS?)
School trips / EAL learners underrepresented?
Extra-curricular/extended activities / EAL learners underrepresented?
Attendance / Expectations met by EAL learners?
If not –collaboration in place between EAL Co-ordinator and EWO staff responsible for monitoring attendance
Exclusions / EAL learners overrepresented?
IF so, EAL co-ordinator kept informed, e.g. by Head of Year?
Staff awareness –
Behaviour / All forms of prejudice driven behaviour are monitored. Incidents are reported, recorded and investigated. Incidents are analysed to identify possible vulnerable individuals or groups
FSM uptake by EAL pupil with entitlement / Uptake monitored?
School statistics adjusted in accordance with entitlements?
Use of pupil premium tracked
Secondary schools Only
Key Stage 4 issues / Suitable options in place for EAL learners, including mid-term late arrivals?
Flexible individual timetables where appropriate
Suitable accreditations in place, e.g. where GCSE English cannot be taken by late arrivals with EAL?
Secondary schools Only
Key Stage 5 issues / Suitable pathways in place?
EAL learners underrepresented in Yrs 12/13?
Facility for late arrivals with EAL to obtain GCSE English in Year 12/13?
Other suitable pathways in place towards university entry (e.g. IELTS)?