Inclusivity for Learners of EAL

a whole school audit

for EAL Co-ordinators new in role

It is hoped that this Audit will help EAL Co-ordinators new in post to begin to establish their role in school.

In line with best practice, the Audit treats the inclusion of EAL learners as a whole-school issue; EAL Co-ordinators may need to liaise with colleagues at all levels in school, perhaps enlisting the help of their line manager in doing so.

The Audit should be completed over several weeks as EAL provision can involve so many different aspects of school life at different times.

EMTAS Consultants and Advisers are available to assist EAL Co-ordinators, whether new in post or more experienced, to identify needs for EAL need in individual schools, to set priorities and to decide on relevant action points.

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Section In place?(tick) Action

School Environment
Positive Images around diversity / Multilingual signage, eg library, Headteacher’s office, departments
(Note: Ready-made school signs are commercially available).
Displays around school reflect pupil diversity, incl. ethnic, cultural, linguistic
Admissions
Inclusivity of admission procedures for new pupils with EAL, for example / Visual information, e.g. .pictorial list of school uniform items/school equipment
EAL Co-ordinator routinely invited to attend admission interviews of new EAL pupils
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
e.g. school layout, school routines, support around school lunch/using school cafeteria
Web access set up and ready for use to benefit new EAL pupils, e.g.
Interactive dual language resources:
www.littlelearner.com
http://www.newburypark.redbridge.sch.uk/langofmonth/index.html
Personalised, time limited Induction programme in place for all newly admitted learner of EAL?
Staff awareness - general / Format in place to distribute information to all relevant staff re background and EAL status of all pupils concerned? E.g. using EMTAS’ New Arrivals Information format, avaliable to local educational settings on on request
(e.g. staff briefing, bulletin, e-mail, staffroom noticeboard)
All Senior Leaders teachers, TAs know where to locate EAL data and EAL advice/support
-  A) support internal to the school
B) services available from ECC Ethnic Minority and Traveller Achievement Service (EMTAS)
Distinctions between EAL and SEN known by all staff
Basic strategies to support and include EAL learners known to/used by all staff
Staff awareness – Asylum Seekers and Refugees / All staff aware of individual pupils with asylum seeker or refugee status?
All staff aware that asylum seekers and refugees are by definition legal UK residents?
Staff available to provide advocacy for young asylum seekers and/or refugees in school?
Staff aware where young asylum seekers are in the UK as Unaccompanied Children?
Staff awareness – Curriculum
EAL inclusive delivery in place by teachers/TAs? / For example,
planned, structured peer collaboration at all levels,
writing frames across the curriculum
Pre-teaching available to EAL learners as needed?
Curricular texts available in accessible English – (commercial version or versions produced in school, as available)
Suitable resources in use (bought by the school/borrowed from EMTAS)?
EAL assessment/
Progress tracking / Ongoing assessment of EAL learners, logging/tracking of EAL stages,
SMART targets set for each language skill
Mentoring/monitoring available to learners of EAL
Teaching strategies match EAL levels for each language skill
Ongoing: Assessment outcomes shared with all relevant staff
Use of eg diagnostic writing frames across the secondary curriculum
(example frames are available via EMTAS)
School in receipt of LA funding for EAL support, as available udner current regulations?
School trips / All EAL learners represented
Extra-curricular/extended activities / Appropriate proportion of EAL learners represented
Attendance / Expectations understood and met by all EAL learners
If not –collaboration in place between EAL Co-ordinator and EWO
Exclusions / Likelihood of exclusion no higher for any ethnic minority in school than for white British pupils?
If yes, policies/expectations fully explained to/understood by pupil/carers
Where exclusions arise, EAL co-ordinator kept informed, e.g. by Head of Year
FSM uptake by EAL pupil with entitlement / Uptake by EAL pupils monitored
Cultural barriers to FSM uptake recognised by all staff dealing with FSM
Confidentiality of FSM arrangements explained to, and understood by, parents/carers
School statistics adjusted in accordance with EAL learners’ entitlements
Key Stage 3 issues / Suitable Yr 10 Options selected for all EAL learners, including late arrivals?
FE pathways included where appropriate?
During Year 9., Options discussed by EAL Co-ordinator with pupil/carers, in liaison with Head of Year/Form Tutor?
Interpreters booked as needed?
Key Stage 4 issues / Suitable accreditations in place, e.g. where GCSE English cannot be taken by late arrivals with EAL?
Pathways could include the following.
GCSE in home languages
Wide range of language exams available from major exam boards,
’Arabic to Zulu’
GCSE Certificate of Personal Efficiency
(ASDAN)
Asset Languages’ available in school/in local schools Cluster?
Entry Level qualifications (e.g. AQA, Edexcel, OCR)
Entry levels English, Maths, Science, Humanities
(for more advanced learners who may not be able to pass GCSEs)
Entry Level Literacy (for early stage learners of EAL)
Graded Assessment Portfolio in English(GAPE)
(University of London Kings College. GAPE comprises a range of English language accreditations to suit Early Stage to more advanced learners of EAL.)
included where appropriate?
Key Stage 5 issues / Appropriate proportion of EAL learners represented 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 Academic exam, British Council accredited)?
AS and A levels in home languages (providers as above)
Asset Languages (as above)


EAL Web Resource List

EAL Picture Dictionary (primary):

www.racingtoenglish.moonfruit.com

Interactive dual language resources:

www.littlelearner.com

http://www.newburypark.redbridge.sch.uk/langofmonth/index.html

Dual language Activities, Worksheets and more:

http://www.emas4success.org/NewToEnglish/TeachingMaterials/index.htm

www.happychild.org.uk/freeway/index.htm

Activities for early stage learners of EAL (may be English language only:

http://www.2simple.com/2Startenglish/

http://www.purplemash.com/

http://www.rbkc.gov.uk/englishadditionallanguage/general/default.asp (Secondaries only)

Useful phrases in a wide variety of languages:

http://www.omniglot.com/language/phrases/welcome.htm

Maths vocab in 26 languages:

http://www.emaths.co.uk/teachers/index.php/eal.html

Teachers’ Materials to scaffold and support a wide range of English language skills:

http://www.eal-teaching-strategies.com