Equalities & Diversity: EAL Primary schools self-evaluation
2014
Aspect
Leadership and management
Wellestablished
Developing
Not Yet
Developed
Notes
There is a specified person with management responsibility who
is leading on raising the attainment of EAL learners.
The above person feels they have the skills and where necessary
the training to lead on EAL
The school’s CPD cycle includes provision for training for all staff
related to the achievement of EAL pupils, and those from Black
and Minority Ethnic backgrounds (for example, cultural
awareness training around the needs of pupils from Gypsy, Roma
and Traveller backgrounds.)
.
Performance management targets if relevant include those
related to raising the achievement of pupils with any under
achieving EAL or BME groups
Induction process
There are clear policies and procedures for pupils arriving outside
the normal admission times, including information gathering,
initial assessment, induction, pupil support , buddying and
feedback to parents/carers
The school has robust and sensitive systems for collecting
contextual data for EAL learners, such as: initial language
assessment first language (L1); other languages spoken; literacy
in L1; refugee status; and length of schooling inside and outside
the UK
The school always requests an initial interpreted parents meeting
if one parent’s first language is not English.
Other interpreted meetings may be organised when required.
Where appropriate pupils are provided with bilingual resources
and strategies to support learning.
Information from induction process is feedback to all subject staff
and used to plan and differentiate.
Wellestablished
Developing
Not Yet
Developed
Data
Wellestablished
Developing
Not yet
Developed
Notes
Wellestablished
Developing
Not Yet
Developed
Notes
The school has an established time line for the collection and
analysis of attainment data (including EAL children)
Where statistically relevant, the school analyses attainment data
by ethnicity and first language to ensure an accurate picture of
progress and attainment and identifies gaps across all
subjects and year groups
The school is using this data to influence practice and
interventions in order to reduce any gaps.
If the school has statistically relevant mobility then it is able to
show the progress of students who have arrived and or left the
school between Key Stages and who are therefore not included in
Raise-on-Line Data.
The school collects a range of data including parent’s information
to maintain progress to be shared with Secondary schools on
transition.
Assessment and Grouping
Targets are set and reviewed half termly for the attainment of
EAL pupils using ‘A Language in Common’ (QCDA) until they
have reached Level 1 (Secure) in all areas.
Targeted pupils have agreed language development targets as
well as challenging curricular targets and both are used to inform
planning.
If the school sets composition of pupil groups is monitored and
reviewed half termly to ensure that pupils with EAL are not placed
inappropriately or over-represented in lower sets.
The school staff are clear on the differences between SEN and
EAL and bilingual pupils are not grouped or taught
inappropriately.
The school has the mechanisms to identify and support EAL
pupils who also have SEN
Are EAL Pupils, BME groups and New Arrivals included on
the Gifted &Talented register in proportions that reflect the
make up of the school?
Teaching and Learning
Wellestablished
Developing
Not Yet
Developed
Wellestablished
Developing
Not Yet
Developed
Class teachers are confident, know how to support a child with
little or no English and successfully differentiate for them in the
mainstream classroom. Teachers aware of the difference
between conceptual development and English language
development
Is regular planning/feedback time allocated for EAL staff to
evaluate interventions with class/subject teacher.
Feedback and marking is accessible to all learners so all know
how to improve
All lessons regularly have features of effective and inclusive
teaching for EAL children in place, e.g. modelling of new
vocabulary in context, opportunities for speaking and listening,
use of speaking /writing frames and graphic organisers, use of
first language
Lesson plans show evidence of explicit teaching of academic
language skills and awareness of language demands of lesson.
Pupils are grouped within classes in such a way as to support
both their progress in the subject and their language
development.
Resources & Interventions
The school is aware of good interventions and using them to
support EAL pupils who are underachieving and pupils new to
English
Any withdrawal arrangements are time limited, carefully
monitored for impact and to ensure full access to the curriculum.
The school has an adequate range of resources to support EAL
learners
The school has bilingual books (that reflect the school’s make up)
to promote the development of learners’ first/ other languages.
Curriculum
Wellestablished
Developing
Not Yet
Developed
Wellestablished
Developing
Not Yet
Developed
The curriculum is adapted to reflect the cultural identity of all the
pupils.
The school knows and implements effective provision for EAL
pupils for SATS.
Inclusive Ethos
If appropriate pupils’ cultural identities and languages are
recognised and celebrated in all aspects of school life
The school recommend an initial interpreted parents meeting to
ensure safeguarding & develop parental links
The school creates opportunities to ensure that parents/carers of
BME and bilingual pupils are equipped to support their children’s
education, e.g. information evenings, workshops, support packs
The school creates opportunities to make information accessible
to the parents/carers of BME and bilingual pupils regarding
school procedures, parental meetings and ways to support their
children’s education
The school is evaluating pupil and parental engagement of BME
groups and putting strategies in place to improve participation if
required.
This document has been adapted from: New Arrival Excellence Programme Guidance: School Self Evaluation.