English as an additional language:
the national picture and Ofsted
update
Mark Sims HMI
Institute of Education
Wednesday 13 March 2013
Objectives

Achievement of pupils with EAL

The revised framework September 2012 and implications
for EAL

Good practice observed
EAL Achievement
Language Diversity and attainment in English secondary
schools: a scoping study
(London Metropolitan University May 2012

While other first language speakers, and minority ethnic pupils in general, attain
better results in London, there are still persistent gaps in attainment between
English first language, and other first language speakers, nationally.

There are large attainment gaps in the Yorkshire and the Humber and the North
West regions, which need further exploration.

Overall, many of the widest attainment gaps are present in local authorities with
substantial Pakistani ethnic minority groups – for example, Peterborough,
Oldham, Bedford, Bury, Derby, Sheffield, and Calderdale – who tend to speak
Urdu, Punjabi or Mirpuri and experience economic disadvantage. This
association clearly needs further examination.
Language Diversity and attainment in English secondary
schools: a scoping study
(London Metropolitan University May 2012

There is clearly a need for further research into new ethnic
communities from Eastern Europe, whose educational and language
profile, and needs, tends to be obscured in the White, or White Other

Similarly, Black African ethnic groups need to be specified in relation to
language to gain a fuller picture of their educational achievements. In
particular, more recent migratory flows from Central and East Africa
(e.g. Congo, Angola, and Zimbabwe).
EAL: figures from raiseonline 2013
EAL Pupils figures 1997 - 2011
Total number of pupils whose first language is other than English 1997-2011
1,000,000
900,000
800,000
700,000
600,000
500,000
400,000
1997
1998
1999
2000
2001
2002
2003
2004
2005
2006
2007
Total number of pupils w hose first language is other than English
2008
2009
2010
2011
More than 1 million EAL learners in English
schools

The results of the 2012 School Census published today show that the
number of EAL learners in state schools in England has topped the
million mark for the first time. The School Census, undertaken in
January 2012 by the Department for Education, shows that one in six
or 577,555 primary school pupils is an EAL learner. This rise is
matched in the secondary figure which stands at 417,765, or 12.9% of
the secondary school population. When pupils in special schools and
pupil referral units are included, the total number of bilingual pupils in
English state schools is 1,007,090.
(NALDIC News Friday 22 June 2012)
The number of pupils for whom English is not
their first language 2009 - 2012
Secondary
Primary
2009
11.4%
15.3%
2010
11.7%
16.1%
2011
12.3%
16.8%
2012
13.0%
17.5%
The proportion of pupils in secondary schools in
2012 (Raiseonline 2013)

Free school meals
26.7%

Minority ethnic groups
23.5%

School Action, SA Plus or Statemented
20.2%

First language not English
13.0%
The proportion of pupils in primary schools in
2011 (Raiseonline 2013)

Free school meals
26.2%

Minority ethnic groups
27.7%

School Action, S A Plus or Statemented
18.5%

First language not English
17.5%
Section 5 inspections
Handbook for the inspection of schools from
September 2012
Judging the quality of the school
Inspection is primarily about evaluating how well individual pupils benefit from their school. It is
important to test the school’s response to individual needs by observing how well it helps all pupils
to make progress and fulfil their potential. Depending on the type of school it may be relevant to
pay particular attention to the achievement of:










disabled pupils, and those who have special educational needs
those with protected characteristics, as defined by the Equality Act 2010
boys
girls
the highest and lowest attainers
pupils for those for whom the pupil premium provides support including:
looked after children
pupils known to be eligible for free school meals
children of service families
those receiving alternative provision
(Para 98, pp 23/24)
Handbook for the inspection of schools from
September 2012
Judging the quality of the school - Footnote

Pupils with protected characteristics and other groups of pupils may
include: pupils for whom English is an additional language; minority
ethnic pupils; Gypsy Roma and Traveller children; lesbian, gay and
bisexual pupils; transgender pupils; young carers, and; other
vulnerable groups.
(Footnote p24)
What does outstanding practice look like ?
/www.goodpractice.ofsted.gov.uk/
Coordinating English as an additional language –
a specialist role (Ofsted 2010) – Key findings

Level of expertise good or better in just under half of schools
visited

Outstanding when mainstream teachers well trained and involved
in provision

Level of expertise not so good in schools with smaller numbers
and more rural areas



Variety in status of EAL coordinator
Overdependence on local authority to do work for school
Even without EAL expertise, some schools did well because of
ethos and supportive environment and empathy with pupils’
language and culture
EAL Good Practice Case Studies
Feltham Community College, Hounslow

Students learning English as an additional language make outstanding
progress through a combination of good teaching, rigorous
assessment and monitoring procedures, and a tailored curriculum.
Cheetham Church of England Community School, Manchester

The school provides a welcoming environment for parents and children
who are new to the UK so that they settle well. Pupils make rapid
progress in learning English as an additional language through
opportunities for speaking, including in their home language, and a
well trained school community.
EAL Good Practice Case Studies
Cranford Park Primary School, Hillingdon

The school is raising the achievement of pupils for whom English is an additional
language, so that by the time they leave at the end of Key Stage 2, pupils have
fulfilled their potential by exceeding the national expectations in attainment in
English for their age, or have considerably narrowed the gap with other pupils.
Cherry Orchard Primary School, Greenwich,

Pupils develop as enthusiastic and able linguists because celebrating and
building on the wide range of languages spoken is at the heart of the school’s
work. This starts in the nursery and consistent, regular provision delivered by
highly skilled teachers ensures rapid and sustained progress.
EAL Good Practice Case Studies
Belle Vue Girls’ School, Bradford

Students learning English as an additional language achieve extremely
well in Urdu and Arabic because the school ensures these languages
are used to help students develop their thinking and literacy skills,
which enables them to succeed in their examinations.
Greet Primary School, Birmingham

Pupils learning English as an additional language do exceptionally well
at Greet Primary School because the outstanding teaching they receive
throughout the school is complemented by high-quality support and a
language-rich curriculum. As a result, pupils develop highly advanced
writing skills.
The Pupil Premium: How schools are spending
the funding successfully to maximise
achievement