English as an Additional Language Provision
at Ashwell Academy
AtAshwell Academy we use various aims and strategies to ensure that pupils who English is an additional language (EAL) fulfil their potential.
All pupils need to feel safe, accepted and valued in order to learn. For pupils who are learning English as an additional language, this includes recognising and valuing their home language and background. As a school, we are aware that bilingualism is a strength and that EAL pupils have a valuable contribution to make. We take a whole school approach, including ethos, curriculum, and education against racism and promoting language awareness.
It is acknowledged by Ashwell Academy that although being an EAL learner is not in itself a special educational need, learners with EAL may themselves have additional educational needs. In England, the National Curriculum (2014) states that it is the responsibility of all teachers to plan their lessons to ensure that there are no barriers to learning for any child or young person, whether they have EAL or additional needs. It is important for all staff to understand that having English is an additional language is not a special educational need but that some learners may fall into both categories.
All of our staff aim to communicate with parents and students, when appropriate, in their first language to ensure understanding and to reinforce the Ashwell Academy value of inclusion.
We understand that pupils learning English as an additional language (EAL) share many common characteristics with pupils whose first language is English. However, their learning experience differs because they are learning in and through another language, and because they may come from cultural backgrounds and communities that have different understandings and expectations of education, language and learning.
We are aware that students who are EAL make the best progress within a whole-school context where pupils are educated with their peers. Provisions for them are based on a meaningful assessment of pupils' prior knowledge and experience as well as language skills.
Information has been gathered about:
• Pupils’ linguistic background and competence in other language/s
• Pupils’ previous educational experience
• Pupils’ family and biographical background
At Ashwell Academy we ensure that targets for EAL pupils are appropriate, challenging and reviewed on a regular basis. Staff regularly observe, assess and record information about pupils’ developing use of language. This is demonstrated on their Support Plans that tutors evidence weekly.
All pupils who are EAL will follow the Ashwell Academy curriculum. We will provide texts and resources that suit the pupils’ ages and levels of learning. Relevant materials will be provided for students if it is deemed necessary such as translation dictionaries and key word lists.
Where appropriate, EAL pupils will be supported by a Teaching Assistant or an SLO that they feel comfortable with, in the classroom to enable the pupil to complete tasks with understanding.
Where necessary, for older children or for those who are functioning at one or more levels behind that which could be expected for their age and time in school, withdrawal support will take place for a set period of time to address specific language or learning focus.
Exam Access is also taken into account for EAL pupils and each student is considered for exam access on an individual basis, if required.
We are aware that any student who newly arrives with EAL may be very quiet and reluctant to join in class activities at first. The silent phase is a normal stage in second language development, and does not mean that the learner has a special need. Where new learners are grouped with those who speak their language or with friendly and supportive English speakers they will normally start to join in within a few months. Small group interventions and Home Education are both practices that would be available to EAL students should they require them.
If a child arrives with us who is EAL we understand that in England, the SEND Code of Practice (September 2014) puts children and families at the centre of any assessment of need or provision planning. For EAL learners this may require Ashwell Academy to offer additional support for parents such as use of interpreters, in-depth first language assessment; sensitive handling of meetings with educational psychologists.