Ethnic Minority Achievement Team (EMA)

Ethnic Minority Achievement Team (EMA)

 

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 is not spoken or the students having additional SEND; which impedes the speed and rates of progress they make compared to other EAL pupils who do not have additional SEND. These pupils also benefit from SEND support in conjunction with EAL support, in line with intervention plans put in place through liaison between the EMA and the SEND teams.

The EMA team uses the A – E Proficiency in English levels (A = complete beginner – E = fluent) to identify the different stages of English EAL pupils are at. This is also used as a progress-monitoring tool, which features in the EAL students’ profiles and the teachers’ marksheets.  

Pupils who benefit from EAL support make up the EAL focus group (mainly A – C Proficiency in English), which is currently made up of approximately 180 pupils (~15% of school roll).

The Head of EMA is responsible for keeping and regularly updating the EAL focus group register, which is shared with all staff termly and used to raise awareness, monitor academic progress and inform 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 is also uploaded in ‘linked documents’. In addition, these pupils are marked as ‘EAL focus group pupils’ on the teachers’ marksheets, on which information about their first languages, ethnicity and date of UK arrival is provided to inform the planning of effective differentiation.

The Head of EMA leads on the provision for EAL focus pupils and provides Wave 1, 2 and 3 EAL provision maps, which display where the curricular and extra-curricular EAL support is allocated and who it is carried out by. This is updated and shared with staff termly.

The EMA team also offers multilingual interpreting/translation assistance to pastoral teams, school events, official school documentation and curriculum differentiation.

The EMA team also organise and run additional GCSEs in Community Languages for pupils who are able to speak, understand, read and write in the following community languages: Portuguese, Italian, Greek, Polish, Mandarin, Cantonese, Urdu, Arabic, German, Panjabi, Bengali, Gujarati, Turkish. These languages are not offered as GCSE option subjects therefore these qualifications are only suitable to those whose level of spoken and written competency is good enough to secure a minimum pass grade. Revision and exam tip sessions only are provided by EMA team prior to exams.

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 team provides support for them and works in partnership with subject teachers to train subject staff and devise strategies and resources to enable students to boost their English acquisition 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 provision and EMA KS4 Options

  • In-class support – provided by EMA Bilingual Specialists
  • KS4 mainstream English ‘EAL heavy’ classes – this is mainly for the pupils who arrive at KS4 or late at KS3 with no/limited English. They are taught mainstream English by an EAL teacher (GCSE English specialist) to accelerate their learning of both English as an additional language as well as that of the GCSE English curriculum
  • ESOL for schools – for those who are at risk of not securing grade 1 in GCSE English due to arriving late at KS4 and/or SEND crossover and/or limited previous education
  • KS4 BTEC Hospitality Option – for those who are at risk of not securing grade 1 in mainstream options due to arriving late at KS4 and/or SEND crossover and/or limited previous education

Wave 2 and 3 EAL Intervention

  • Immersion Programme for EAL new arrivals – pupils new to English and the UK whose Proficiency in English is A: full-time 6-week provision following their admission (students who arrive with no/limited previous education and/or additional SEND, may attend for longer, depending on the rate of their progress). They are taught basic key content and skills from across all subjects, with a particular focus on English language development and the acquisition of subject specific vocabulary needed to access the curriculum in the mainstream. There is also a focus on enhancing the students’ emotional and social development
  • Year 7, 8, 9 English/Literacy, Maths, Science Boosters - EAL focus pupils are withdrawn twice/week from non-core subjects. Schemes of Learning (SoLs) are written in line with the core subject SoLs in order to boost skills, subject content and English language acquisition
  • Year 8, 9 Nurture groups – basic literacy for those with no/limited previous schooling and/or SEND overlap
  • 1-1 literacy and numeracy – for those with no/limited previous schooling and/or SEND overlap (delivered by Bilingual Specialists)
  • KS4 EAL option – EAL focus pupils are selected and given support with language, literacy, numeracy and Science to boost their GCSE grades

Extra-curricular

  • Reading club (twice/week during form time) – enhancing speaking, listening, reading and writing skills, with focus on pronunciation and development of vocabulary and literacy skills
  • Lunchtime homework club
  • Period 4 Year 11 intervention / support
  • Boxing Club
  • Lunchtime GCSE Community Languages Club

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:

  • Whole school INSET on enhancement of quality of Wave 1 teaching 
  • Training of Newly Qualified Teachers – skills clinics
  • Departmental training - EAL specialists provide support with EAL differentiation strategies (i.e., lessons, assessment papers, schemes of work) in their subject area. Additionally, they deliver subject specific training during departmental meetings
  • Team-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
  • 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, GCSE options evenings, 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 differentiated 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. The team also provides differentiated/translated assessment papers across subjects
  • Coffee mornings/Parent forums – each EMA staff member is attached to a forum depending on the languages they speak. They lead on termly 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. EMA staff also 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, once the student ‘graduates’ from the Immersion Programme. 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

In conjunction with the SEND team, the EMA team liaises closely with the feeder primary schools in order to obtain accurate data on incoming pupils with EAL. Subsequently, EAL focus pupils (mainly those in the UK for up to 2 years) are identified and assessed within their first two weeks and EAL intervention plans are put in place for them.

GCSE access arrangements

EAL pupils in the UK for up to 3 years are entitled to 10% 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

www.manythings.org            

http://a4esl.org

http://www.english-4u.de/grammar_exercises.htm

 Online translators

https://translate.google.com/           

http://www.bing.com/translator/       

http://www.freetranslation.com/

Contacts:

E. Teskey - Head of Inclusion              eteskey@parkview.haringey.sch.uk

R. Ibrahim - Head of EMA                   ribrahim@parkview.haringey.sch.uk     

Tel: 02088269172