Ethnic Minority Achievement (EMA)


The EMA team’s main role is to provide support to English as an Additional Language (EAL) students who have been in UK education for up to 3 years (EAL focus group). However, exceptions apply to EAL students, who, despite having been in UK education for longer than 3 years, still display an English language barrier. This may be due to either living in linguistically segregated communities in which English isn’t spoken, lack of previous education or the students having additional SEND, all of which resulting into lower rates of progress compared to the other EAL pupils. Alongside EAL support, these pupils also benefit from SEND intervention, as per our Inclusion Faculty policy.

The EAL focus group is currently made up of approximately 150 pupils, which is nearly 15% of the whole school cohort.

The Head of EMA is responsible for keeping and regularly updating the EAL focus group register and its picture version, which are shared with staff termly and used to raise awareness, monitor academic progress and changes in EAL provision.

EAL focus students are identified as such on SIMS (note written in ‘quick note’ section) and their EAL New Admission Profile (if they were in-term admissions) is also uploaded in ‘linked documents’. Upon admission, EAL pupils are also given a Proficiency in English level, from A-E (A describing a pupil who is 'New to English'E describing a pupil who is 'fluent'). This information is shared on SIMS under Ethic/Cultural section (date of assessment and level).

In order to raise awareness and aid effective differentiation, these pupils are flagged up as EAL focus group on the teachers’ marksheets; information about their first languages, date of UK arrival, Proficiency in English level and EAL baseline assessment grades in English, Maths and Science (carried out upon admission) is provided to facilitate effective Wave 1 teaching.

The EMA team is made up of EAL teachers, HLTAs, Bilingual Assistants and Community Workers. Their timetables are recorded on SIMS and updated regularly to reflect changes in EAL support. The team also offers multilingual interpreting/translation assistance at various school events (i.e. Parents’ Evenings, Welcome Evening, Year 9 Options Evening) and with official school documentation/differentiation of teaching resources.

EAL curricular and extra-curricular support is displayed on the EAL provision map, which encompasses Wave 1 (in-class support carried out by EAL support staff, mainstream classes taught by EAL teaching staff), Wave 2 (Intervention groups) and Wave 3 (1-1 literacy/numeracy and pastoral support) provision. Information about the types of EAL intervention EAL focus pupils benefit from is logged on SIMS and regularly updated to reflect changes in provision.

Being at early stages of English, EAL students need intense support across subjects. The EMA team provides this for them and works in partnership with subject teachers to train them in order to devise strategies and resources to enable students to learn English faster thus gain quicker access to the mainstream curriculum.

EAL focus pupils receive one or more types of the following types of EAL intervention:

Wave 1

  • Partnership teaching – EAL teachers and subject specialists plan and deliver differentiated lessons together to ensure clarification and enhancement of subject content acquisition of EAL focus pupils as well as the development of their language and literacy
  • In-class support across subjects – provided by non-teaching EMA staff
  • Year 11 mainstream English Language only/Entry Level Maths  – caters for beginner EAL pupils who arrive at KS4 or late at KS3 with no English, lack of previous education and/or SEND overlap. They are taught by an EAL teacher to accelerate their learning of both EAL as well as that of the GCSE English Language and Entry Level Maths course content
  • KS4 mainstream English classes – mainly made up of EAL focus pupils, who are taught the GCSE course by an EAL teacher (GCSE English specialist), from an EAL perspective

Wave 2

  • Mixed KS3 Induction programme for EAL new arrivals – pupils new to English working at below grade 1D (S1 or S2 on EAL progress ladder) are withdrawn 4 times/week to be taught English language, basic literacy & numeracy as well as other subject specific vocabulary needed to access the curriculum in the mainstream. Upon arrival, they are also provided with a resource booklet, which contains cross-curricular worksheets to be used as a differentiation tool in mainstream lessons
  • KS3 literacy & numeracy - 2-3 times/week from non-core subjects. Schemes of Learning (SoLs) are written in line with the English and Maths SoLs in order to re-enforce skills, subject content and consolidate the learning of key language
  • Mixed KS3 Nurture – caters for pupils who lack previous education and/or have an additional SEND. The main aim is to plug basic literacy gaps as well as raise self-esteem and confidence  
  • Mixed KS3 English Booster - 3 times/week from non-core subjects in order to boost English grades through: enrichment of ambitious vocabulary, application of GCSE English techniques and skills (i.e.  S.P.I.C.E.S., analysis, evaluation) enhancement of reading age and confidence
  • Year 9 Science Booster - twice/week from non-core subjects in order to boost their Science grades; key content and skills are re-enforced
  • KS4 EAL Option – aimed at boosting GCSE English Language and Literature grades
  • KS4 ESOL Option (Entry 1) aimed at those at risk of not securing grade 1 in GCSE English
  • KS4 ASDAN Option – aimed at late KS4 arrivals with no English and/or lack of previous education and SEND overlap

Wave 3

  • 1-1 literacy and numeracy –  for those with no/limited schooling in home countries and SEND overlap. The programme is delivered by EAL non-teaching staff 2-3 lessons/week
  • 1-1 mentoring programme (6-10 weeks) – carried out by Community Workers for underachieving EAL pupils whose challenging behaviour impedes their academic progress

Extra-curricular EAL Support

  • EAL Reading club (during registration time) – enhancing speaking, listening, reading and writing skills, with focus on pronunciation and development of vocabulary and literacy skills
  • EAL lunchtime homework club
  • EAL After school GCSE English revision (Year 11 only)
  • EAL Spelling Bee Club
  • Boys Boxing and Girls Boxing clubs (whole school) – carried out by EMA bilingual assistants
  • EAL Art Club
  • Year 9 EAL Maths Club

Additional roles of the EMA team

Our aim is to en-skill subject specialists across the school to apply various strategies of differentiation to suit the language needs of our EAL pupils.  We do this through:

  • Partnership teaching: an EAL specialist and a subject teacher delivering lessons together for a fixed amount of time. While the subject teacher gains knowledge and skills on how to cater for EAL pupils’ needs, the EAL specialist enhances knowledge in that particular curriculum area. As a result, differentiated Schemes of Learning are produced and good practice is disseminated within both departments involved in the partnership
  • Whole school INSET on enhancement of quality of Wave 1 teaching 
  • Training of Newly Qualified Teachers – 2-3 skills clinics a year
  • Department specific training - EAL specialists dedicate time to specific departments (as part of partnership teaching) to look at how to differentiate resources (i.e. lessons, assessment papers, schemes of learning) in their subject area. Additionally, they deliver subject specific training during departmental meetings
  • Celebrating diversity - through display, assembly presentations (Roma Month, Refugee Month, Black History Month)
  • Promoting multilingualism – students who speak an/more additional languages are selected and coached to sit a GCSE in various community languages by the end of Year 10
  • Providing differentiation resources – students and staff have access to bilingual dictionaries. EMA staff are equipped with electronic tablets used for instant translations/visual clarification of lesson content when carrying out support.  Additionally, pupils have access to computers in their EAL lessons to enhance their E-learning too
  • Coffee mornings/Parent forums – each EMA staff member is attached to a forum depending on the languages they speak. They lead on regular meetings with the parents of EAL pupils, with the purpose of offering updates on their children’s progress, guidance and information on how parents can best support their children at home with their learning. Moreover, EMA staff provide information and clarification on how the UK educational system works

Admission and assessment of EAL new arrivals

EAL students join Park View throughout the academic year. EMA staff support the admissions team with interpreting when contacting home to make appointments for admissions interviews as well as during the interviews.

Following the admission interview, the new student sits an EAL assessment (made up of English, first language, Maths and Science) and baseline and target levels are generated, as well as information about ability in first language. An EAL profile is written and shared with all staff. This contains general information, needs, EAL support offered and strategies of support for subject teachers to use in class in order to meet the student’s language needs. Ability sets/classes are negotiated with Heads of Departments and the students are placed in them according to ability not language level.

There is an EAL Buddy system in place: the new student is usually buddied up with a more advanced bilingual learner of the same language. The EAL buddy supports the new student to integrate into the new school environment, both in and outside of lessons.

Primary liaison

The Head of Inclusion Faculty and the Head of EMA liaise closely with the feeder primary schools in order to obtain accurate data on incoming pupils with EAL. If working at below grade 1, the students are assessed as they join Park View and an EAL intervention plan is put in place for them.

Exams access arrangements

EAL pupils who have been in the UK for up to 3 years, are entitled to 10% extra time and a bilingual dictionary/electronic translator during their exams. Those in the UK for longer but who still use a bilingual translator/dictionary in their lessons (as their normal way of working) may also use it during their GCSEs. The EMA department works in close liaison with the exams officers in order for these concessions to be provided for the EAL students.

For any other type of internal examinations, the EMA department provides support with the differentiation of assessment papers (i.e. multilingual translations of key language) as well as training departments in doing so. Additional time may also be required - this is discretionary to each subject and individual student.

 Useful websites for learning English grammar and vocabulary     

 Online translators   


E. Teskey - Head of Inclusion    

R. Ibrahim - Head of EMA              

Tel: 02088269172