The EMA Department provides support to English as an Additional Language (EAL) students who are new/recent to English (in UK education for up to 3 years). Additionally, it caters for the needs of underachieving ethnic minority pupils who, despite having been in UK education for longer than 3 years/UK born, still display an English language barrier. This may be due to either living in linguistically segregated communities in which English isn’t spoken or the students having additional SEN; which impedes the speed and amount of progress they make compared to other EAL pupils who don’t have additional SEN. These pupils also benefit from SEN support in conjunction with EAL support, in line with intervention plans put in place through liaison between the EMA and the SEN departments.
Pupils who benefit from EAL support make up the EAL focus group, which is currently made up of approximately 100 pupils therefore nearly 9% of all students.
The Head of EMA is responsible for keeping and regularly updating the EAL focus group register and its picture version, which is shared with all 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’. Pupils will also be assessed from A-E (A describing a pupil who is 'New to English', E describing a pupil who is 'fluent'). This information will be shared on SIMS under Ethic/Cultural section (date of assessment and level). In addition, these pupils are marked as EAL focus group pupils on the inclusive class lists provided to all teachers, on which information about their first languages and date of UK arrival is provided to inform the planning of effective differentiation.
The Head of EMA writes timetables for all EMA staff and provides Wave 1, 2 and 3 EAL provision maps, which displays where the curricular and extra-curricular EAL support is allocated and who it is carried out by. This is updated regularly and shared with staff termly.
The EMA department also offers multilingual interpreting/translation assistance to pastoral teams, school events, official school documentation and curriculum differentiation.
The 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 specific language support within different subjects and they may also benefit from a smaller English language, literacy or numeracy class or 1-1 intervention plan. The EMA Department provides support for them and works in partnership with subject teachers to train subject staff and devise strategies and resources to enable students to learn English faster and therefore gain quicker access to the curriculum content.
EAL focus pupils receive one or more types of the following types of EAL intervention:
Wave 1 EAL intervention
· 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 – mainly provided by Community Workers
· KS4 mainstream English ‘EAL heavy’ classes – this is mainly for the pupils who have arrive at KS4 or late at KS3 with no/limited English. They are taught mainstream English by an EAL specialist to accelerate their learning of both English as an additional language as well as that of the GCSE English curriculum
Wave 2 and 3 EAL Intervention
· KS3 Induction programme for EAL new arrivals – pupils new to English working at below level 1 NC are withdrawn 3-4 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
· KS3 EAL literacy and numeracy - EAL focus pupils are withdrawn 1-2 times/week from non-core subjects. Year 7 – below 3B, Year 8 – below 3A, Year 9 – below 4B. Lesson by lesson Schemes of Learning (SoLs) are written (in partnership with the English and Maths departments) in line with the English and Maths SoLs in order to re-enforce skills, subject content and consolidate the learning of key language
· 1-1 literacy and numeracy – for those with no/limited schooling in home countries (programme delivered by Community Workers 2-3 lessons/week)
· 1-1 mentoring sessions – catered by Community Workers for underachieving ethnic minority pupils whose challenging behaviour impedes their academic progress. This is done in liaison with HoYs and the process lasts from 6-10 weeks
· Small group parallel teaching (EAL focus pupils are withdrawn from specific lessons and taught the same content in a highly differentiated way to suit their language needs. This is carried out in liaison with mainstream departments, is time-limited, done on an ad-hoc basis and may be necessary particularly in preparation for upcoming assessments)
· KS4 EAL option (EAL focus pupils are selected and given support with language, literacy, numeracy and other subjects to boost their GCSE grades)
· ESOL for schools – Entry 1 (for those who are unable to secure a minimum pass grade in their GCSE English)
· Reading club (during registration time) – enhancing speaking, listening, reading and writing skills, with focus on pronunciation and development of vocabulary and literacy skills
· Lunchtime homework club
· After school GCSE English revision
How EMA support is carried out across the school
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 Work 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 work) in their subject area. Additionally, they deliver subject specific training during departmental meetings
· Inclusion champions meetings – half-termly meetings with representatives from each department. The champions are being trained and kept up to date with initiatives/changes in practice and disseminate information in the rest of their teams during their departmental meetings
· Celebrating diversity - through display, assembly presentations (Roma Month, Refugee Month, Black History Month), Parkstock
· Interpreting/translating - EMA staff provide this in various languages and support with: parents’ evenings, parents student association meetings, ad-hoc meetings (pastoral support), mentoring students, translating official school documents
· 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 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 laptops in their EAL lessons to enhance their E-learning
· Coffee mornings/Evening 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 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
Some students may join Park View at different times during 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.
The Head of EMA liaises closely with the feeder primary schools in order to obtain accurate data on incoming pupils with EAL. If working at below level 3B NC, the students are assessed as they join Park View and an EAL intervention plan is put in place for them.
GCSE access arrangements
EAL pupils who have been in the UK for less than 2 years, are entitled to 25% extra time and a bilingual dictionary/electronic translator. 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 resources to be provided for the 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
Who to contact for more information:
Rengin Ibrahim - Head of EMA (Ethnic Minority Achievement Department)
Ella Teskey - Head of Inclusion
Clare Borrill - Inclusion - SLT Link