At Parklands, all our children are important, and this applies to all aspects of their education – their teaching and learning, their achievements, their attitudes and their well-being. We encourage all our children to aim for the highest possible standards, and we take account of each child’s individual needs and experiences.
A small number of our children have particular requirements with regard to learning and assessment, and these are linked to their progress in learning English as an additional language.
Children who are learning English as an additional language have linguistic skills similar to those of monolingual English-speaking children. Their ability to participate in the full curriculum may well be in advance of their current ability to communicate in English.
Being a speaker of more than one language is no disadvantage to educational achievement; indeed, multilingualism is associated with success. This school recognises the importance of community languages, and the ability of their speakers to acquire other languages.
Underlying the National Curriculum is the entitlement of all children to access certain areas of learning, and thereby to acquire the knowledge, the understanding, the skills and the attitudes that are necessary not only for their self-fulfilment, but also for their development as responsible citizens. We seek to honour this entitlement through the education that we provide in our school.
The aim of this policy is therefore to help to ensure that we meet all the needs of those children who are learning English as an additional language. This is in line with the requirements of the Race Relations Act 1976.
In our school teachers use various methods to help children, who are learning English as an additional language. The EAL Hub is used as a main base of resources to aid teaching and planning.
We develop spoken and written English by:
- ensuring that vocabulary work covers the technical as well as the everyday meanings;
- covering not just key words, but also metaphors and idioms;
- explaining how spoken and written English have different usages for different purposes;
- providing a range of reading materials, to exemplify the different ways in which English is used;
- planning appropriate opportunities for talking, and using talking to support writing;
- encouraging the study of and comparisons between languages, to relate one language to another;
We ensure access to the curriculum and to assessment by:
- using texts and materials that are age-appropriate and learning stage appropriate;
- providing support through ICT, video and audio materials, dictionaries and translations.
EAL and Inclusion
At Parklands, we value each child as a unique individual. We will strive to meet the needs of all our children, and to ensure that we meet all statutory requirements related to inclusion. All children in our school follow the requirements of the National Curriculum. Children with English as an additional language do not produce separate work. We provide learning opportunities that enable all pupils to make good progress. We strive hard to meet the needs of all pupils learning English as an additional language, and we take all reasonable steps to achieve this.
In the Foundation Stage, we provide opportunities for all children to develop their language, and we try to provide bilingual support to help children take part in activities.
The Foundation Stage helps children learning English as an additional language by:
- building on their experience of acquiring language at home and in the wider community, so that this experience supports their developing use of English;
- providing a range of opportunities for them to engage in English speaking and listening activities, with peers and with adults;
- providing bilingual support to extend vocabulary (learning packs);
- providing a variety of writing in the children’s home languages, as well as in English (learning packs).
Our school uses the EAL Hub Assessment for New to English pupils to measure the English language competence of EAL children. We record their attainment and progress throughout the school year, annotating and making notes where appropriate. Previous assessments can be found on the Leeds City Council Assessment sheets.
The EAL Hub website is used by staff to support planning and learning. Colour Semantics and resource packs have been shared with all staff. Pupils with EAL have a learning pack with word mats and learning resources written in home languages and translations.
In the mathematics assessments at Key Stage 1, we help EAL children by translating English words or phrases in the assessment materials, or non-English words or phrases that the children use in their responses.
For the written mathematics test at Key Stage 2, we provide verbal or written translations of words or phrases in the test papers, which we think are likely to prove difficult to children for whom English is an additional language.
- Enable children to acquire and develop skills in English in a fun, engaging and appropriate manner;
- Give children the confidence to join in class discussions and access learning in a supportive environment;
- Develop children’s ability to communicate;
- Ensure children with English as an additional language feel included and supported.