English as an Additional Language (EAL)
This policy details the school’s vision to identify and meet the needs of those pupils who do not have English as their first language but English as an Additional Language (EAL). Speaking more than one language is no disadvantage to educational achievement and indeed is something to be celebrated and associated with success. The majority of EAL pupils at Quainton Hall are emergent learners; very few arrive without fundamental basic language skills. The school recognises the importance of community languages in their own right and the potential of their speakers to acquire the ability to communicate in languages other than English.
Quainton Hall School uses the HLS Primary EAL Assessment Pack to measure the English language competence of pupils. Attainment and progress is recorded to the agreed school policies. Regard is made of the requirements of senior school curricula to include the requirements for 13+ Pre-Tests, Common Entrance examinations and the girls’ 11+ preparation.
The EAL provision is specifically planned to suit the particular requirements of the pupil. Within the classroom, Teaching Assistants offer support to individual pupils or groups.
We recognise that most EAL pupils do not necessarily have Special Educational Needs. However, if SEN issues are identified then EAL pupils have equal access to the school’s learning support provision.
In the Pre-Prep Department
The school aims to provide small group support sessions for EAL pupils for one session each week. During these sessions the EAL Coordinator builds on the pupil’s experiences of language to extend vocabulary and provides a range of activities to promote confidence and proficiency in the English language. Pupils are helped to learn and develop their skills in English as an additional language by;
• Building on their experience of acquiring language at home and in the wider community so that this supports their emerging use of English at school
• Providing an appropriate range of opportunities for pupils to engage in English speaking and listening activities with peers and with adults
• Providing pupils with opportunities to hear Standard English spoken
Teaching & Learning Skills
The teaching skills involved include:
• Using texts and materials which suit their ages and learning stages
• Providing support through suitable ICT, DVD and audio materials, dictionaries, sometimes making references to a child’s home or first language where this is appropriate
• Providing learning opportunities which enables all pupils to make good progress and meets their needs when learning English as an additional language through taking practical steps to achieve this. Pupils with English as an additional language do not produce separate work.
• Allowing collaborative learning which can benefit both EAL and non EAL pupils
Teachers use a range of methods to help pupils who are learning English as an additional language by seeking to develop their spoken and written English. This includes:
• Ensuring that vocabulary work covers the technical as well as everyday meanings
• Covering not just key words, but also metaphors and idioms
• Explaining how spoken and written English have different usages for different purposes
• Providing pupils with a range of reading materials, to exemplify the different ways in which English is used
• Giving pupils appropriate opportunities for talking and using speech to support writing
• Encouraging pupils to relate one language to another
• Ensuring, as far as possible, pupils can access the curriculum and complete assessments
Verbal & Kinaesthetic
Pupils learn English in a variety of ways. In the Pre-Prep Department an emphasis is given to the verbal modelling and remodelling of language and the introduction of new vocabulary. Formal learning in class is augmented by the use of DVD’s, music, plays and drama based activities and ITC.
The school aims to provide a stimulating environment for the EAL pupils:
• Through displays that promote the school’s cultural diversity
• Through displays that model good examples of English language
• By providing a supportive environment where all pupils feel part of the school community
Role of the EAL Coordinator
• To identify EAL pupils by correlating a register of languages spoken at home through the induction pack EAL form
• To oversee the initial assessment of a pupil’s standard of English as necessary
• To support the Pre-Prep Department’s EAL pupils in group sessions
• To offer guidance and support colleagues on setting targets and the appropriate work for their EAL pupils
• To hold training sessions and school INSETS
• To monitor a pupil’s progress and identify learning difficulties that may be masked by EAL and liaise with the SENCO
Gifted and Talented
We recognise that a pupil’s ability in their first language may be much more advanced than their English language. Research projects and activities can be set for them to complete in their first language.
Provision for EAL pupils is addressed not only in English but in all subjects. Theory vocabulary text books have been provided by the EAL Coordinator to all Heads of Department explaining glossary terminology.
Monitoring and Review
This policy is monitored by the Governing Body and will be reviewed every two years, or earlier, if necessary.
Reviewed: September 2016
Next Review: September 2018