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 amount 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, is part of the EAL students’ profiles as well as 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 170 pupils (15% of whole school cohort)
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 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 (if they were in-term admissions) 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 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: writes timetables for all EMA staff uploaded on SIMS) 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 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 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 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 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
EAL Immersion Programme – EAL students new to English (Proficiency in English A) enrol on a 6-week full-time course (provision may be extended for those with complex needs i.e. SEND overlap and/or lack of previous education) taught on-site by the EMA team. Students are equipped with key knowledge and language from across subjects and able to begin to access mainstream lessons by the end of the programme. PSHE/BAME topics are embedded into form time provision and students also acquire knowledge about British values and world cultures
- GCSE English Language and Literature classes – mainly for EAL pupils who arrive at KS4 or late at KS3 with no/limited English. They are taught by an EAL specialist to accelerate their learning of both English as an additional language as well as that of the GCSE English Language and Literature syllabi
- GCSE English Language ONLY classes – mainly for complex needs EAL pupils, (no/limited English and/or SEND overlap and/or lack of previous education) who arrive at KS4 or late at KS3 and are at risk of not securing grade 1 in GCSE English Literature. They are taught by an EAL specialist to accelerate their learning of both English as an additional language as well as securing minimum grade 1 in their English Language GCSE
- KS4 EAL option – mainly for EAL pupils who arrive at KS4 or late at KS3 with no/limited English. The course aims to boost GCSE English grades as well as enhance literacy skills
- Entry 1 and 2 ESOL for schools – for complex needs EAL pupils, (no/limited English and/or SEND overlap and/or lack of previous education) who arrive at KS4 or late at KS3 and are at risk of not securing grade 1 in GCSE English
- BTEC Hospitality Option – for complex needs EAL pupils, (no/limited English and/or SEND overlap and/or lack of previous education) who arrive at KS4 or late at KS3
- ASDAN Hospitality – an alternative qualification for those who are at risk of not being able to secure Level 1 in BTEC Hospitality
- In-class support– provided by Bilingual LSAs and Bilingual Experts
Wave 2 and 3 EAL Intervention
- KS3 EAL English, Maths, Science Boosters - EAL focus pupils working below expectations are withdrawn twice/week from non-core subjects. Schemes of Learning (SoLs) are written in line with the mainstream SoLs in order to re-enforce skills, subject content and consolidate the learning of key language
- Small Nurture groups – for those with no/limited previous schooling and/or SEND overlap. The focus is the acquisition of basic literacy (twice/week)
- 1-1 literacy and numeracy – for EAL complex needs pupils (once/week)
- Reading club (twice/week during form time) – enhancing speaking, listening, reading and writing skills, with focus on pronunciation and development of literacy skills
- Lunchtime homework club (Monday – Thursday) – provision was paused due to Covid-related restrictions but will be resumed as of summer term
- Period 4 Year 11 intervention – EAL focus pupils receive support across subjects, either in-class or taught as a class (GCSE English)
- Lunchtime Boys Boxing Club - provision was paused due to Covid-related restrictions but will be resumed as soon as mixed-year provision is re-enabled
- Arts and crafts and diary entry club - provision was paused due to Covid-related restrictions but will be resumed as soon as mixed-year provision is re-enabled
- After school GCSE Community Languages Club – students wishing to be entered for these GCSEs practice all 4 components of the GCSE with trained assessors from EMA team
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
- 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
- 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 through GCSE Community Languages – 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 (provision was paused due to Covid-related restrictions but will be resumed as soon as restrictions are lifted)
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.
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 currently working below grade 1) 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
E. Teskey - Head of Inclusion firstname.lastname@example.org
R. Ibrahim - Head of EMA email@example.com