EAL strategies and provision for bilingual learners

Case Study Reference: #CSN528-838
Published: 13 May 2018

Why this is leading practice

Every child in our school is central to the ethos of our language provision. EAL children are monitored closely from entry. We hold family interviews with parents to establish the previous history of our pupils and families that we are welcoming into our Blue Coat family.  As a school we rigorously assess EAL learners and monitor performance in comparison with  other pupils. This is reviewed along with tailored intervention so children can make good or better progress. Through our high quality teaching and language provision, all children make accelerated progress in an inclusive learning environment. 

Impact to date

 School data clearly shows how EAL students have closed the gap with their peers as their understanding of English has improved since joining the Blue Coat schools. Regular tracking and meeting with families further highlighted how the pupils were improving.

Leaders of the secondary school reported how pleased they were with the EAL pupils from Blue Coat clearly being 'secondary-ready' when the moved on and EAL support and provision played a huge role in ensuring this happened for all pupils at transition.

 The confidence and pride of the Language Ambassadors and Amigos was clear to see as they spoke enthusiastically about how they support fellow pupils in the acquisition of English within the school.

Rationale / Start Point

Within the Blue Coat Federation we provide excellent provision for all pupils which closes the gap between EAL learners and all other pupils. We share our expertise with the wider community in collaboration with Rushall Inclusion Service. We currently run courses within the LEA and wider areas. Teachers in the West Midlands are able to visit the school to see our provision across the schools. Our school has also chaired  cluster meetings with the aim of improving EAL provision within local schools. 

 

Key Strategies

 The  two schools ensure parity across both sites by holding joint training days and CPD sessions as well as moderation meetings. Each department also produces an EAL Improvement Plan. Senior Leaders from the Infant, Junior and Secondary schools sit on each others Governing Bodies which ensures that there is a clear understanding of the journey that all pupils, and EAL pupils in particular, are on.

Workshops for parents and tasks such as 'talk bags' for further work at home have been really successful. As one parent said 'they have not just taught my daughter, they have taught me as well'. The family challenges that are set help parents and pupils to work to support each other.

Peer support from Language Ambassadors/Amigos has enabled pupils to settle quickly and gain a full understanding of school-life. Pupils who have previously been supported in their early days are now Ambassadors themselves, helping others.

Sustainability and Further Development

 The partnership with Rushall Inclusion Advisory Service is an important part of this work and there are plans to further develop this link with key practitioners from the schools continuing to support more schools with their EAL provision.

Plans to use the Language Ambassadors and Amigos further include the running of workshops to celebrate their first language as well as recording books read in different languages to share with classmates.

Even more sign-posting and displays around school and language clubs in different languages are planned so all pupils have the benefit from learning from each other.


Lead Establishment

NameThe Blue Coat CE Infant and Junior School's Federation
AddressHanch Place
Walsall
West Midlands
WS1 3AF
United Kingdom
Telephone01922720740
Fax
Emailpostbox@bluecoatfederation.co.uk
Web Sitehttp://www.bluecoatfederation.co.uk/
Headteacher / ManagerMr Anthony Orlik
DCSF Number
Local AuthorityWalsall
Phase of EducationPrimary
Type and Status of ProviderFaith School
Awards and Initiatives