English as an Additional Language (EAL)
At Florence Melly Community Primary School, we are proud of our diverse school community and recognise that many of our pupils speak more than one language. We see this as a strength and are committed to supporting children who are learning English as an Additional Language (EAL) to thrive academically, socially and emotionally. We want every child to DREAM!
Our approach to EAL
Our approach to EAL is inclusive and rooted in high-quality classroom teaching. Pupils who speak English as an additional language are not treated as having a special educational need solely because they are learning English. Instead, they are supported through effective teaching strategies, a language-rich curriculum and targeted support where appropriate. We ensure that pupils learning English can access the full curriculum while continuing to value and develop their home language. Research shows that strong first-language skills support the acquisition of additional languages, and we actively encourage pupils to use and celebrate all of their languages.
Identification
When a child joins Florence Melly Community Primary School, we gather information about the languages they use at home and their previous educational experiences. Pupils who are new to English are assessed to understand their starting point in speaking, listening, reading and writing.
EAL assessments focus on English language development and are used to inform teaching, identify appropriate support strategies and track progress over time. These assessments sit alongside, but are separate from, SEND identification processes unless there is clear evidence of an additional learning need beyond language acquisition.
Support for pupils with EAL
Support for pupils with EAL is delivered primarily through:
- High-quality, inclusive classroom teaching
- Clear modelling of language and vocabulary
- Visual supports and practical resources
- Opportunities for talk, collaboration and language rehearsal
- Pre-teaching and reinforcement of key vocabulary where needed
- Targeted small-group or short-term interventions when appropriate
Support is carefully planned so that pupils remain included in classroom learning and develop independence and confidence in using English.
How we assess pupils learning English as an Additional Language (EAL)
We assess pupils who are learning English as an Additional Language using the Bell Foundation EAL Assessment Framework. This nationally recognised framework supports us to identify a pupil’s stage of English language acquisition and to track progress over time across listening, speaking, reading and writing.
The framework allows staff to make informed judgements about a pupil’s developing proficiency in English, ensuring that assessment focuses on language development rather than academic ability alone. It also supports teachers to plan appropriate classroom strategies and targeted support so that pupils can access the curriculum as quickly and successfully as possible.
EAL assessment information is used alongside ongoing classroom assessment and teacher observation and is reviewed regularly to ensure that support remains appropriate as pupils’ language skills develop.
Monitoring progress
Teachers regularly monitor the progress of pupils with EAL through classroom observation, assessment and pupil work. Progress in English language acquisition is tracked over time to ensure that support remains effective and responsive. These assessments take place every half-term.
As pupils become increasingly fluent in English, they may no longer require additional EAL support, though their progress across the curriculum continues to be monitored like all pupils.
Working with parents and carers
We value the important role that parents and carers play in supporting children’s language development. We encourage families to continue using and developing their home language, as this supports learning and wellbeing. Where helpful, we share advice and strategies with parents/carers to support language development at home and work closely with families to ensure children feel confident, included and supported at school.
Inclusion
Our EAL provision forms part of our wider inclusion strategy and aligns with our Equality, SEND and Teaching and Learning policies. We are committed to ensuring that all pupils, regardless of language background, have equal access to opportunities, high expectations and the support they need to succeed.
If you would like to discuss EAL support or have any questions, please contact your child’s class teacher or Mrs O’Keefe, our Inclusion Lead.
