Implementing a clear and structured process for EAL pupils on entry into school has been invaluable to raising whole school standards of oracy. This, along with a professional learning programme for all staff, focused on language acquisition and development, has impacted positively on the learning of all pupils across the school.
Meeting with parents prior to their child’s start date has ensured that school and home work together to identify pupils’ language, social, emotional and cultural needs, for example identifying children who have arrived in the country with a relative, not their parent; understanding the needs of refugee pupils; and identifying pupils who do not have a secure first language.
Pupils engaging in the ‘Young Interpreters’ scheme have developed a greater understanding around inclusion and improved their knowledge and understanding of the needs of EAL pupils amongst their peers. Delivering the scheme through play-based activities, in the Foundation Phase environment and through Peer Mentor sessions at Key Stage 2 built new relationships friendships and cultural understanding. The school’s pupil well-being survey has shown an increase in the self-esteem of all pupils with EAL. This has evolved initially from non-verbal play to pupils gaining confidence to trial and use incidental language in reciprocal play. The implementation of the ESL Programme as an intervention has provided a framework for supporting staff in enabling effective progress.
Processes for understanding the needs of EAL learners from entry have been invaluable in helping children to settle quickly into the new learning environment. Due to the school’s strong culture of well-being and family ethos, all staff have taken ownership of their roles in developing pupils’ confidence to create an environment that encourages new language to flow.
