Whitehorse Manor Junior School EAL/EMA Policy
WHITEHORSE MANOR JUNIOR SCHOOL
EAL / EMA Policy
1
Introduction
1.1
At Whitehorse Manor, we are committed to combating racism, promoting equal
opportunities for all pupils and nurturing good relations between people of different
ethnic origins. We are proud that there is very little evidence of racial disharmony
exhibited by children in our school. We recognise and celebrate the fact that a significant
percent of our children are from minority ethnic1 groups and that a high percentage of
our school population is bilingual2. We are committed to making appropriate provision of
teaching and resources for pupils for whom English is an additional language and
ensuring that all pupils reach their potential.
1.2
We identify individual pupils’ needs and recognise the skills and experiences they
bring to school in addition to ensuring equality of access to the curriculum. For this
purpose the progress of each child is monitored and recorded by teacher assessment
(completed termly) along with the results of their optional SATS, throughout their time at
the school.
2 Context of the School
2.1
There are approximately 20 languages used by children and adults in our school
community.
2.2
A high percentage of our pupils have a home language in addition to English and
approximately half of these pupils are identified as needing EAL support.
2.3
Every year we welcome several refugees/asylum seekers.
3 EAL/EMA Support
3.1
The school employs a part-time EAL teacher (currently amounting to 0.6 FTE)
and teaching assistants funded by the Ethnic Minority Achievement Grant and the LEA.
The EMA grant is worked out according to the number of EAL pupils and the level of
support required.
3.2
At Whitehorse Manor all school staff are responsible for language learning.
However, the EAL teacher sets targets for the identified children and works towards
1
We understand the term minority ethnic as referring to pupils who come from minority ethnic and/or
cultural background.
2
We understand the term bilingual as referring to pupils ’who live in two languages, who have access to, or
need to use, two or more languages at home and at school. It does not mean that they have fluency in both
languages or that they are competent and literate in both languages’.
D. Hall et al (2002) ‘Assessing the Needs of Bilingual Pupils’.
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Whitehorse Manor Junior School EAL/EMA Policy
these targets collaboratively with the class teachers and by liaising regularly with the
SEN co-ordinator when appropriate.
3.3
The EAL teacher provides an additional link with parents through consultations
and in arrangements for secondary transfer. The school will support parents’ access to
information by providing an interpreter where required.
3.4
The school also works closely with the refugee team to help support the specific
needs of refugees and asylum seekers. All staff are committed to providing a safe and
secure environment and to being sensitive to the particular experiences of refugees and
their families.
4
Assessment
4.1
EAL Assessment. EAL staff assess the needs of EAL pupils using QCA Steps.
They identify pupils’ level of English and work together with class teachers to set,
support and regularly review appropriate targets for EAL/EMA pupils. EAL staff also use
observation and ongoing assessment in the evaluation of lessons.
4.2
EAL/SEN. We recognise that most EAL pupils with additional English do not
have SEN needs. However, if SEN needs are identified, EAL/minority ethnic pupils have
equal access to school SEN provision. EAL staff use the Croydon EAL/SEN assessment
guide and the SEN code of practice and they work closely with SEN staff, class teachers
and outside agencies to assess the needs of bilingual pupils with SEN and to ensure
appropriate provision for them.
4.3
Statutory Assessment. We ensure that all bilingual pupils have access to
statutory assessments, making full use of special arrangements, such as explaining and
reinforcing in the child’s mother tongue.
4.4
We monitor the progress of each EAL/EMA pupil from Year 3 (optional SATS) to
Year 6 (statutory SATS). This information is then used to identify any lack of progress
and to plan additional teaching support, ensuring that each child reaches their full
potential.
4.5
EMA assessment. The Equal opportunities co-ordinator monitors the progress of
those from minority ethnic backgrounds and shares this information with the EMA/EAL
co-ordinator who allocates support accordingly. In the case of underachievement the
Senior Management Team (SMT) may make more resources (for instance Teaching
assistant time) available.
5 Learning and Teaching (See also teaching and learning policy)
5.1
Learning Environment: Our school strives to create an environment conducive to
bilingual pupils’ learning: it makes sure that it reflects the cultural and linguistic
experiences of our pupils and the diversity of our society through multicultural books,
artefacts, dual language books, signs and labels and writing in pupils’ first languages.
5.2
Supportive Ethos in the Classroom: We create a positive learning environment
for pupils e.g. through classroom organisation, positive attitudes to linguistic and cultural
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Whitehorse Manor Junior School EAL/EMA Policy
diversity etc. We specifically focus on the inclusion and involvement of all pupils in the
learning process. This work is lead by the EMA co-ordinator.
5.3
Planning and Differentiation: Support staff share the learning objectives with
class teachers and ensure the planning meets the specific needs of EAL children. The
EMA co-ordinator plans alongside a year group each week. Wherever possible planning
is linked to and reflects the cultural experiences of all our pupils. Plans identify the
language demands of the National Curriculum and provide differentiated learning
opportunities matched to EAL/minority ethnic pupils’ needs.
5.4
Bilingualism. We are committed to maintaining the bilingualism of pupils
wherever we can through:
a) learning English. Our bilingual pupils learn English through the curriculum and
EAL pupils are encouraged to play a full part in class activities from the start. There
is a bank of materials for beginners that teachers can access.
b) involvement in literacy and Numeracy. EAL pupils are fully included in the
National Literacy and Numeracy Strategy.
c) EAL Resources. The school allocates a budget to provide appropriate EAL
resources.
d) professional development: The school enables staff to undertake some
professional development so that they can teach EAL/minority ethnic pupils
effectively. An example of regular professional development is the use of training
sessions led by EAL/EMAS staff at staff meetings. EAL staff share their specialist
knowledge with staff on a weekly basis.
6. Differentiation/ Provision for children with SEN/ Gifted and Talented
6.1
EAL/SEN. We recognise that most EAL pupils with additional English do not
have SEN needs. However, if SEN needs are identified, EAL/minority ethnic pupils have
equal access to school SEN provision. EAL staff use the Croydon EAL/SEN assessment
guide and the SEN code of practice and they work closely with SEN staff, class teachers
and outside agencies to assess the needs of bilingual pupils with SEN and to ensure
appropriate provision for them.
6.2
Through our induction procedure and talking to the child’s parents we attempt to
identify if new arrivals from overseas have any particular gifts and talents. Provision
may be made for these through differentiation (see learning and teaching policy). The
EAL co-ordinator will liaise with the G&T co-ordinator to make suitable provision for
these children.
7 Pastoral
7.1
Admissions. Admissions at Whitehorse Manor Juniors are arranged through the
local authority. Our welcoming admissions process involves the Headteacher, EAL
teacher and mother tongue support when needed. The admissions and induction
procedure for new EAL pupils is detailed in Appendix 1.
7.2
Parental Links. We value the involvement of EAL/minority ethnic parents in our
school. We are proud that a number of the members of our governing body come from
minority ethnic groups and seek to continue to ensure that the membership of the
governing body reflects the community we serve. We maintain communication with
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EAL/minority ethnic parents during parents’ evenings, through specially organized
meetings and informal conversations when interpreters are involved. We believe that
parental involvement in a child’s education is crucial in children’s academic achievement
and we encourage minority ethnic parents to get involved in school activities.
7.3
Links with community schools. We recognise that community schools play an
important role in bilingual children’s education and that they are a source of knowledge
about other cultures and languages. We aim to develop links with those schools.
7.4
Refugees. We are committed to providing a safe and secure environment and
being sensitive to the previous experiences of refugees and their families. We work with
the Croydon Refugee Teacher and EMAS Refugee Consultant and other agencies to
meet the needs of refugees/asylum seekers and their parents.
8 Monitoring and Review
8.1
Achievement and database: The school monitors EAL/minority ethnic pupils’
academic achievement using QCA Steps. This provides a basis for the assessment of
needs and support allocation. The school also analyses attainment data by ethnicity to
identify underachieving pupils. In addition the school records relevant information on the
numbers of EAL/minority ethnic pupils, their backgrounds, first languages, length of
residence in the UK and other schooling.
7.2
School development and review. Each year the School Development Plan
incorporates the EMA development plan. It is preceded by a review of the previous
years’ plan. This is submitted to the Croydon EMAS service.
Signed: S.Shahzad.
Date:
February 2005
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Appendix 1
Whitehorse Manor Junior School
Admissions and Induction Procedure for New EAL Pupils
Tour of the school
on request with the
Headteacher and
introduction to EAL
teacher (if
appropriate).
Child starts school on
Wednesday/Thursday/
Friday.
EAL teacher
accompanies the
child for his/her first
day (if new arrival)
and explains school
routine.
Family arrives
on Wednesday.
Photocopies of the
admission form are
made for the:

Office

EAL teacher

SEN staff
A welcome partner
assigned from the
class to the new arrival
(who shares
the MT
Appendix
2 if
possible). A
‘Welcome Card’ is
given to the partner
(see Appendix 2).
After 6 weeks review
pupils progress with
Parents/Guardian if
there isn’t a parents
evening pending.
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Family fill in the school
admission form (with the
help of the office staff if
needed or EAL teacher if
required) and receive
school brochure and
school uniform details.
Parents/Guardians to sign
home school agreement.
Interview with the
Headteacher (EAL
teacher invited if
appropriate).
Class teacher
liaises with EAL
teacher as early as
possible
Assessment of
child English
language
proficiency within
first 2 weeks.
Intensive focus on
the new child for 4-6
weeks.
Whitehorse Manor Junior School EAL/EMA Policy
Appendix 2 (Welcome card)
You have been chosen as a Welcome Partner.
Your Partner is new to our school.
Can you help your Partner to settle in?
Your Partner will need to find:
 The school office
 Mr Roberts’ room
 The medical room
 The toilets
 The dining hall and drinking fountains
 The computer room
 His or her teachers and classrooms
 Ms Shahzad’s area
 Mrs Sowerby’s office
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