Appendix 3: Language and Communication Programme-New Arrivals
Context
Croydon has one of the largest and increasingly diverse populations in England. More than 100
languages are spoken in schools and there are significant numbers of refugees and asylum
seekers. The number of pupils with English as an additional language is on the increase. When
this project first started, the 2012 Schools Census indicated that there were over 1 million EAL
pupils in England. This is about 15% of the school population (DfE, 2012).
Schools were finding it extremely difficult to cater for the needs of New Arrivals who have little or
no English. This need increased in 2013 and is continuing to in 2014.
Rationale
New English Language speakers cannot cope with social or curriculum language demands as
they need to build basic language skills first. Although individuals will quickly learn a language
through being immersed in an English environment, this environment can vary greatly in quality.
The Language and Communication programme-New Arrivals started as two separate
programmes and grew into one programme. The first was developed at Broadmead Primary
School aimed at KS1 and KS2.
‘The Better Communication Research Programme: Improving provision for children and young
people with speech, language and communication needs’ Department for Education Summary
Report (2012) states that:
‘…having English as an additional language is strongly associated with being identified as
having SLCN (Speech and Language Communication Needs) in the early stages of
education.’
Dr Frank Monaghan, Senior Lecturer of the Faculty of Education and Language Studies Centre
for Language and Communication at ‘The Open University’ and the Deputy Chair of NALDIC (the
national subject association for English as an additional language) in his study EAL Matters:
Policy, Practice and Future states that the latest DfE figures (26 January 2013) indicate widening
gaps in attainment for bilingual children in the early years. NALDIC fears that spending cuts have
begun taking their toll on the attainment of bilingual learners across England. This is also
reflected in Croydon.
The concerns raised led to a second programme being developed in Early Years Foundation
stage (EYFS) at All Saints’ Primary School to accelerate the progress of children with English as
an additional language in Nursery and Reception.
Schools involved:
Phase 1: Summer term 2012
Broadmead Primary School: 50% EAL
Lead people involved: Deputy Head and Inclusion co-ordinator
Four TAs developing and coordinating resources
LA Refugee/Asylum Seekers/EAL Advisory Teacher
Impact summary:
10 week trial on four pupils until summer 2012
In the first 10 weeks of the programme at Broadmead Primary School, 100% of the
Children had made above expected progress.33%of the pupils had made 2 sub-levels
progress. 67% had made 3 sub-levels progress and above even though they had very
little English on arrival.
Autumn term 2012 10 weeks
100% of the children had made accelerated progress of one sub level in 10 weeks.
The class teachers observed that there had been an improvement in just four weeks
in all the children following the programme. They were able to respond to straightforward
comments/ instructions addressed to them and to communicate in English. Above all, 71%
of the children had shown considerable improvement in confidence and self-esteem.
Spring 2014-one and a half terms
The impact on children’s progress in Speaking, Listening, Reading and Writing was assessed
using the extended scales. In Year 1, the progress made was above national expectations and
some children had made excellent progress – 5 or 6 points in 1 ½ terms. (National expectations
for all pupils in Key Stage 1 is 4 points per year). Achieving above three points in this time is
considered to be accelerated progress. In Year 2, the progress again exceeded national
expectations with some children making 5-8 points progress in 1 ½ terms. The Key Stage 2 early
morning group started on the 09.06.2014. This involved 7 children across years 3, 4 and 5.
Parents were very supportive and pleased for the opportunity.
Phase 2: Summer term 2012
All Saints Primary School is a two form entry school; similar in catchment to Broadmead
50% of the children in Early Years have English as an Additional language.
People involved:
All Saints’ Primary School- Assistant Head EYFS co-ordinator EAL
Croydon Council -Refugee/Asylum Seekers/EAL Advisory Teacher
Early Language Consultant and Makaton Trainer-Croydon Council
Other agencies:
Health:
Speech and Language Therapist Team Leaders- Sanderstead Clinic:
Head of the Oracy Project
Team Leader for the Pre-School team (Bilingual specialism)
The Oracy Project had been running in a number of schools to address the needs of the
language deprived. It seemed logical to work in partnership with Health thereby also reducing the
number of unnecessary referrals to the speech and language services. Although the aim of the
programme was to help children with English as an additional language, it was also hypothesised
that this approach would also work for language deprived children. The Broadmead scheme of
work had proven to be a success therefore it was the logical starting point.
A two pronged approach was adopted initially. Daily small group sessions of 15 mins. were run in
Nursery for those new to English, alongside daily whole class sessions reinforcing topical
vocabulary and modelling sentence structure for all children.
In Reception the school also ran twice weekly sessions of 30 minutes duration, alongside daily
whole class sessions.
Parents of the children new to English have been very pleased with progress in understanding
and speaking.
Impact summary: From September 2013:
After 5 weeks:
 All the children have responded well to the language and some parents have commented
on how their children’s vocabulary has improved.
 A completely silent child started whispering words for the very first time
 The whole class has benefitted from the project
After 10 weeks:
 Progress in Nursery after 10 weeks is also evident.
 The children that had been using very little English now have basic words and some
phrases and sentences.
 Parents have noticed the progress in language
Summer 2013
The school’s tracking progress monitoring system has shown that from “On entry” to Spring 2,
most children in their new to English groups have made at least 2 subgroups progress, some
made 3 and one child made 5 levels progress in speaking
All Saints’ will continue to use the project next year. Impact in Nursery has exceeded expectation.
Summer 2014
“On entry” to Summer 2, 87% of children made accelerated progress in speaking (4 - 7 sub
levels). 13% made the expected 3 sublevels progress. The programme has also benefitted the
rest of the class as it is embedded in whole class teaching. On entry, in September 2013, 88% of
the Nursery pupils were levelled at below age-related in speaking. After two terms 29% of
nursery pupils were levelled below age-related in speaking. At the end of the year, only 16% of
children were below age-related levels in Speaking (these children are all receiving support for
speech and language issues or have special needs).
The parents of the children new to English have been very pleased with progress in
understanding and speaking and this has obviously had a positive impact on attention and
listening. All Saints’ will continue to work in the same way next year and continue to add to their
basic plan for developing English in early years.
Overall impact:
The majority of children who embark on the ‘Language and Communication Programme- New
Arrivals achieve accelerated progress (at least one sub-level in ten weeks). This is
not only reflected in the target schools but also in the other schools participating in the
programme. One infant school noticed a positive impact in just two weeks across the school.
This particular school has found it particularly useful for their Gifted and talented pupils.
The impact is best when embedded in whole class teaching. All the schools who have trialled the
programme successfully incorporated it as part of their planning.
Yvonne Cassidy, EAL Advisory Teacher July 2014
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