English as an Additional Language (EAL)


Provision for EAL learners at Sayes Court

There are increasing numbers of children with little or no English entering English speaking mainstream lessons. At Sayes Court, we have seen a large increase in the numbers of our pupils who are identified as EAL in recent years. These include a growing number of children from Eastern European backgrounds.

We understand that entering mainstream English classrooms with limited or no English presents unique frustrations for EAL learners. These frustrations include difficulties such as understanding instructions, expressing themselves and integrating socially. Therefore we have a clear structure for supporting EAL learners to make accelerated progress within our school. That structure is described below.

  1. Identified EAL coordinator – Caroline Black (Deputy)
  2. Identified resources for supporting EAL learners (Caroline Scott file, Easylearn e books, Twinkl dual language resources)
  3. A new arrivals EAL assessment with supporting schemes of work to support accelerated progress
  4. Use of REMA to identify proficiency in home language, if needed
  5. Bilingual staff (Spanish, Portuguese, Punjabi, Urdu and Greek)
  6. Bilingual buddies (older children with the same first language are sometimes buddied with a younger child who is a new arrival to support social interaction and reduce anxiety levels)

We regularly track the progress and attainment of EAL learners, as well as other key groups in our school. As part of our monitoring cycle, we review their books, observe in lessons and scrutinise planning to identify what provision is in place. A specific section of the planning is dedicated to EAL learners, identifying the support in place, to ensure that all teachers are considering their needs. This also helps SLT to identify what provision is in place.

We are proud to have a multi-lingual school where all children are supported to reach their full potential.