St Francis’ College
Individual Needs & EAL
English as an Additional Language (EAL) Policy
The EAL lessons that pupils receive are based on a variety of themes and topics. If an
issue is raised during a lesson, it is more likely to be of a moral/ethical nature and
therefore does not pertain to Christianity alone. Since most pupils opting to take EAL
sessions are non-Christian, a set of values is discussed and promoted when an issue
arises. As our classes are small (1-12), we are able to give our pupils individual care
and attention. Some are natural language learners, while others struggle. Individual
pupils are encouraged using their strengths to boost confidence and to work on their
weaknesses. All pupils are from overseas with different backgrounds, cultures,
religions and traditions. It is very important for us to respect those differences and to
have an understanding of them. In addition, mutual understanding and respect should
be encouraged in each pupil.
Aims
The EAL department aims to:
a) prepare students for external EAL examinations required for entry to universities in
the U.K.;
b) help students gain the best grades possible for them at GCSE, AS and A2 Level.;
c) help students to operate successfully in their chosen subjects, offering in-class and/or
out-of-class support where necessary and if timetabling permits;
d) teach students to become as proficient as possible in understanding and using the
English language in all its forms;
e) introduce students to some cultural aspects of the U.K.;
f) help students integrate into English life and develop their social skills; and
g) be a point of contact for subject staff when students experience difficulties.
New pupils and the initial assessment of language ability
All new pupils from overseas are assessed by a departmental member on a one-to-one
basis as soon as possible after arrival and preferably at some time during their first
school day. The assessment is done orally so that the assessor can quickly build up a
picture of the student’s personal and educational background and determine the ease
with which she will be able to cope with basic oral instructions in functional language.
Relevant information is recorded on an EAL student profile form which also acts as the
basis for questions the interviewer may wish to ask. In addition, a simple written task is
given if one has not already been done prior to arrival. This takes the form of an essay
in which the student is asked to write about herself and her ambitions. EAL students
from Years 7 to 11 entering the College from September 2009 will have sat our EAL
entrance exams at 11+ and 13+. From September 2010 Sixth Form students are
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Individual Needs & EAL
required to sit the IELTS examination, with a minimum score of 5.0 in each of the
modules. All assessments are then used to form the basis of schemes of work. Courses
are tailored to suit our students’ very specific individual or small group requirements.
This less formal assessment style has proved to be effective over the years and it is
generally a fair indicator of future performance. We are, however, working on
introducing more comprehensive placement tests to new students as there may be
several months between application and entry to the school. We have trialled the Oxford
Placement Test with members of the upper school in order to see possible correlations
between those results and performance in the IELTS test and we are now comparing the
OPT with the ARELS placement test.
At the beginning of the academic year all students within the Senior School take the
MIDYIS, YELLIS and ALIS tests. Durham University has noted that results of the
non-verbal and Maths papers are the most reliable in terms of assessing an overseas
pupil. However, because students are required to sit these tests so soon after entering
the UK, as a department, we feel that the results do not necessarily reflect an EAL
pupil’s true ability and we need to be very careful about using such data to set schemes
of work and inform our teaching. The very nature of our department means that we
constantly review each pupil and adapt the lesson content or, in some cases, move the
student from one EAL class to another so that needs are always met.
Placement of pupils in forms
Heads of Year are responsible for placing students in forms and it is recommended that
they consult with the Head of EAL and the Head of Admissions so that, where possible,
pupils with similar interests and abilities are put in the same form. However, even
though a student may have enrolled, it cannot be guaranteed that she will arrive so it is
sometimes difficult to know how many overseas pupils there will be in each form
group. In extreme cases, pupils may even be moved from one year group to another.
Background to EAL lessons
EAL lessons usually commence in the first full week of the Autumn Term and any
changes to EAL groups normally take place during the first half of that term. As a
department, we aim to be as flexible as possible so that the needs of individual students
are met. This is particularly true of pupils in the upper part of the school when they are
subjected to the pressures of public examinations and coursework. At such times,
students may wish to drop their EAL lessons in order to increase their study time or
have individual lessons which will help them with the language of a specific subject.
For example, students may request guidance with Economics, Business Studies or Art,
while others have requested lessons in writing skills and literature. As there is no
National Curriculum framework to follow in our department, it is often possible, and
indeed, preferable to allow a student’s own interests and needs to shape a scheme of
work. In EAL lessons, particularly in the lower school, some students may be given a
selection of course books from which to choose under guidance of the teacher. Pupils
then feel they have a greater responsibility for their own learning.
The number of lessons pupils receive very much depends on their level, timetabling
constraints and, very occasionally, parental requests. As a general guide, Sixth Formers
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receive three or four double lessons per week (ie up to 5 hours) for IELTS/EAL/subject
specific English/help with UCAS. Pupils in other forms have a minimum of three single
lessons per week. If a pupil’s English is weak, approximately six to eight lessons would
be recommended. (A single lesson is 35 or 40 minutes). Pupils are taught either
individually, in a small group (2-5) or a large group (6+). In order to receive sufficient
tuition, pupils are withdrawn from RE, French, German, and, occasionally, from
mainstream English. However, it must be stressed that, as a timetable is drawn up to
suit an individual’s requirements, there are exceptions to this. Some students are keen,
for example, to attend French and mainstream English lessons.
EAL & Gifted and Talented Students
Undoubtedly, there are overseas students who have shown that they are gifted and
talented in specific fields such as Mathematics but very rarely have we encountered
students who are linguistically gifted and talented. For many of our students, the
English language is simply a means to an end, and they do not regard English language
acquisition as being of great importance.
EAL & Individual Needs
Occasionally come across students with specific learning difficulties. It can be
extremely hard to detect such difficulties in students whose first language is not
English. Indeed, it is common for slow progress to be attributed to a lack of English.
Although baseline testing can be a reasonable indicator of difficulties ahead, there are
other signs to watch out for. Consistently slow reading speeds, a poor level of cohesion
in written work, together with muddled word order as well as muddled letter order in
individual words may well be indicators of underlying difficulties. If we suspect a
student is struggling, our first course of action is to consult the Head of Individual
Needs within the College. She will carry out initial tests and, after further consultation
with the Head of EAL, we would recommend a full report from an Educational
Psychologist.
Individual Needs Policy
Context
The College recognises that each pupil is an individual and strives to nurture strengths
and to identify and support any areas of concern, so that she can achieve her full
potential.
Aims
 To ensure full entitlement and access for all pupils to high quality education
within a broad, balanced and relevant curriculum.
 To foster a positive attitude within the community to all girls with individual
needs.
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Individual Needs & EAL
Definitions:
 Individual Needs – Any pupil who cannot access the curriculum in the ame way
as the majority of her peers at St Francis’ is deemed to have individual needs.
 Learning difficulty – A pupil who has significant problems (educational,
physical, emotional, psychological, medical etc) which prevent her from
achieving her potential is deemed to have a learning difficulty.
 EAL - A pupil who is not able to access the curriculum because her first
language is not English and her cultural background and educational experiences
may be very different from native English speakers (see EAL Policy).
 Gifted & Talented – A pupil who is capable of achieving / thinking in any area
or areas beyond the norm for their age group. (see Gifted and Talented Policy)
Objectives:
 To identify pupils with individual needs as early and accurately as possible.
 To implement and monitor intervention strategies to meet their needs.
 To liaise closely with parents.
 To liaise closely with teaching and support staff.
 To liaise with outside agencies when appropriate.
 To provide appropriate support, within our timetable constraints, for those
children with individual needs.
 To meet the needs of those children with physical or sensory impairment taking
into account the constraints of the buildings. (see Accessibility Policy)
 To provide support for staff relating to individual needs issues.
 To maintain records for girls who receive support
 To liaise with transfer schools where appropriate
Procedures
1. Identification
 Identification – Pupils with individual needs are identified in a number of ways,
through assessments and observations by significant adults (e.g. Subject
teachers, Form teachers, Class Teachers, Parents, Support staff). Feeder school
comments will contribute to the identification of individual needs.
 Staff with concerns about individual pupils should refer them, initially, to the
form tutor, who may refer them to the Year Head, Senior Management or
Individual Needs Co-ordinator, as appropriate. In the Prep Department class
teachers will refer concerns to the Individual Needs Co-ordinator or Head of
Prep.
 Children will not be included on the Individual Needs Register solely because of
medical concerns.
2. Assessment
Following referral by a class teacher the Individual Needs Co-Ordinator is responsible
for identifying pupils with Learning Difficulties and / or Disabilities and for taking
appropriate action as set out in the Individual Needs Policy and Handbook. Pupils
with a statement from the LEA will be included where the College can support their
individual needs. The Head of EAL is responsible for planning and drawing up
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Individual Needs & EAL
timetables for EAL pupils. Please refer to the EAL Policy and Handbook for further
details.
The Individual Needs Co-ordinator will talk to staff, and look at work and results in
order to prioritise need.
If necessary further assessment tests will be undertaken to identify the area of need and
parents will be charged for these. This could have one or more of the following
outcomes:
 External assessment
 Individual needs staff provide support within school long term.
 Individual needs staff provide support within school short term.
 Differentiation strategies within the classroom.
 Support from external agencies.
Table 1. Assessments
Norm referenced testsi
Pips
Timing
Beginning and end of
reception.
Years 2 and 5
Beginning of autumn
term
Midyis
Sept Yr 7 & 9
Yellis
Sept Yr 10
Alis
Sept Yr 12
NFER
January (years 2-6)
Nelson Spelling test
Sept Yrs 2 - 7
Neale Reading tests and or Entrance and Jan
NGRT Test.
until reading age =
12.11
Edinburgh reading test
Sept Yr 9
Entrance exam
English
Maths
NVR or VR
School examsii
Reports
School reports iii
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Before entry
Testing
All Prep staff under
under the direction of the
Head of Prep
Assistant Head
Class Teachers
Individual Needs Coordinator, Class teachers
and English department
Assistant Head and Head
of Prep
At any time
throughout the year
and always at end of
academic year for
years 7 – 10
And Jan for years 2-6
Subject teachers, form
teachers.
Feb and end of year
Prep Dept
Senior School 2
reports per year.
Class / form teachers,
Assistant Head, Deputy
Head, Headmistress and
Head of Prep
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External reports
Any time as required
Individual
ordinator
Needs
Co-
3. Strategies
The names of all girls with individual needs will be kept on a register and this will be
made available to all members of teaching staff. Support will be given through
withdrawal sessions, additional sessions, differentiation and support within the
classroom. Students who are withdrawn for additional Individual Needs support, or
support with a Learning Difficulty, will be not be charged unless the provision falls
outside the scope of being “a reasonable adjustment”, when fees will be considered on a
case-by-case basis. Records will be maintained for girls who receive regular support
and the girls will be consulted. Parents will be informed by letter that their daughter is
receiving support.
4. Monitoring and Review
The Individual Needs Co-ordinator will monitor progress through the records,
assessment data, looking at class work and homework and liaising with staff. Copies of
Records for staff reference are available from the staff room (Senior) or Head of Prep.
Copies are also placed in girls’ files. In the senior school Progress Records are
reviewed at the beginning of the Spring Term and at the end of the academic year or
more frequently if appropriate.
The Individual Needs Co-ordinator, in conjunction with Heads of Year, subject staff,
form staff and class teachers, will identify those needing continued support.
Parents will have the opportunity of meeting the Individual Needs Co-ordinator at
parents’ evenings to discuss their child’s progress. Meetings can be arranged by
appointment at other times if necessary. Parents will be informed of their daughter’s
progress through the school reporting system.
The Individual Needs Co-ordinator will inform the Exams Officer of any pupils who
require extra time or special arrangements.
5. Responsibilities
Individual Needs Co-ordinator Foundation Stage
Individual Needs Co-ordinator Key Stage 1-5
Nicola Parsons
Sharon Twigg
Relevant Policies
Accessibility
Admissions
Assessment Framework
Gifted and Talented
Reporting
Created: November 2009
Review Cycle: Biennial
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Created by: S Twigg and C Moore
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St Francis’ College
Individual Needs & EAL
Reviewed: September 2010
Reviewed: January 2011
Reviewed: October 2012
Reviewed: March 2013
Date of Next Review: October 2014
i
ii
iii
Reviewed by: S Twigg & S Pope
Reviewed by: S Twigg & S Pope
Reviewed by: S Twigg and C Moore
Reviewed by: SLT
See Assessment Data
See Assessment Framework
See Reporting Policy
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