Oakdale Junior School
OAKDALE
JUNIOR SCHOOL
Learning for Life
EAL Policy
(English as an Additional Language)
Reviewed:
September 2010, September 2013, September 2014
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Oakdale Junior School
Introduction
At Oakdale Junior School we have an increasing number of pupils for whom English is an additional
language. We recognise that cultural and linguistic diversity is a rich resource for the whole school.
We believe that the achievement of pupils for whom English is an additional language is linked to a
welcoming environment in which they feel safe, settled and valued.
This policy should be read in conjunction with the following policies:
- Race Equality Policy
- Equal Opportunities Policy
- Admission and Induction Policy
Principles
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Pupils learning English as an additional language are entitled to the full National curriculum.
English is best learnt through the curriculum and pupils should be encouraged to play as full a
part as possible in class activities from the start.
All teachers are responsible for building strategies into their planning to support the language
development of EAL pupils.
Learning an additional language may cause challenges in terms of curriculum access, but must
not be confused with learning difficulties.
The progress of EAL pupils should be monitored so that needs can be identified and addressed.
Although EAL pupils may become proficient in the social forms of English within two years, they
will continue to need support with academic language for longer than this.
Aims
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EAL pupils will learn to use English confidently and competently.
EAL pupils will be able to access the curriculum and the full range of activities available in
school.
EAL pupils will make good progress academically.
EAL pupils will feel confident and happy in school.
The families of EAL pupils will feel welcomed and valued.
To achieve these aims we:
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Provide a welcoming ethos in the classrooms and school as a whole;
Demonstrate that we value the first language and culture of our pupils, through displays,
labelling, resources, books, etc.
 Ensure that tasks are well supported by visual materials;
 Include collaborative activities – opportunities for purposeful talk;
 Ensure that EAL pupils have good English speaking role models;
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Oakdale Junior School
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Include practical activities, as concrete experiences help make language
Comprehensible;
Provide appropriate scaffolding for written tasks;
Provide aids for learning, such as bilingual dictionaries;
Use teaching strategies such as modelling and demonstration;
Encourage beginner bilingual pupils to record work in their mother tongue;
Monitor the progress of our EAL pupils;
Use our EMA teacher effectively to support EAL pupils;
Have a named person who coordinates provision for pupils with EAL.
Admission and induction
See our Admission and Induction Policy.
We have regard to the guidance provided by Safe, Settled and Valued; Redbridge Guidance of Good
Admission and Induction Practice.
Assessment
We assess newly arrived beginner bilingual pupils and produce an initial profile within 10 days– this
provides an attainment baseline. In order to closely monitor the progress of these beginner
bilingual pupils, teacher or EAL teaching assistant records the levels they achieve in speaking,
listening, reading and writing each half term using the QCA Common Scale.
The class teacher and the assessment coordinator track the progress of all EAL pupils, using data
from Target Tracker, and put in to place interventions where necessary.
EAL and SEN
Having an additional language is not equated with having special educational needs. However, it is
possible that a pupil with English as an additional language does also have special educational
needs. The SEN Code of Practice states:
‘Lack of competence in English must not be equated with learning difficulties as understood
in this Code. At the same time, when children who have English as an additional language
make slow progress, it should not be assumed that their language status is the only reason;
they may have learning difficulties.’
When a pupil is identified as having both English as an additional language and special educational
needs, then an IEP will be written for the pupil and regular review meetings will be held.
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Oakdale Junior School
Role of class teacher
The class teacher will:
 Provide suitable learning opportunities and use appropriate teaching strategies to ensure that
EAL pupils develop their language skills as well as their subject knowledge;
 Provide a welcoming, culturally-rich classroom environment;
 Assess their EAL pupils, using the QCA Common Scale as appropriate;
 Complete an Initial Pupil Profile form for newly arrived beginner bilingual pupils;
 Maintain information on EAL/ethnic minority pupils in their EMA folder.
Role of the EMA coordinator
The EMA coordinator will:
 Coordinate the school’s provision for EAL pupils;
 Keep records on the pupils with EAL;
 Monitor that agreed assessment procedures for EAL pupils are followed;
 Monitor the progress made by pupils with EAL and arrange support as needed;
 Monitor planning for EAL pupils;
 Liaise with specialist teachers;
 Provide support and advice to staff on meeting the needs of EAL and ethnic minority pupils;
 Arrange or provide training for staff on meeting the needs of EAL and ethnic minority pupils.
Role of the EMA teacher
The EMA teacher will:
 Support the class teacher in planning provision to meet the needs of EAL pupils;
 Teach small groups of EAL pupils;
 Provide the EAL assistant with advice and guidance to maximise her effectiveness in meeting
the needs of EAL pupils.
Role of the EMA teaching assistant
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Support EAL pupils in class;
Help EAL pupils develop basic skills, such as alphabet knowledge and sight vocabulary, during
withdrawal sessions;
 Assist in assessments;
 Help induct new pupils into the school, helping them become familiar with the school
environment and routines.
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Resources
We endeavour to reflect the culture of our pupils in the curriculum and in our choice of books. We
celebrate the achievements of people of all races.
In order to support our bilingual pupils we use the following:
 Dual language books and CDs
 Multi-lingual signs and posters
 Bilingual dictionaries
 Alphabets
 Number charts
 A wide range of resources for the teaching of phonics and early literacy skills;
 Reading books that are recommended for EAL pupils.
Home-school links
We welcome parents into school and endeavour to involve them in their child’s learning. We are
aware of the barriers to communication that may arise for some families with EAL and seek to
overcome these. We are able to access interpreters or translators as needed.
Monitoring and evaluation of EAL provision
The assessment coordinator and EMA coordinator collect and analyse data on EAL and ethnic
minority pupils. Information on the progress of EAL/ethnic minority pupils is communicated to
teachers, and issues arising are addressed. Areas for development in EAL provision are identified
and included in the school development plan.
This policy will be reviewed regularly as part of the school’s programme of policy review.
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