Policy for Teaching English as an Additional Language
Aim
All children have a right to an education that enables them to
fully develop their potential. We are committed to high achievement and we aim
to ensure that all our children with English as an additional language have
access to a broad, balanced, relevant and differentiated curriculum.
Objectives
·
To show respect for a child’s home language and culture.
·
To strengthen home / school links by encouraging parental
involvement.
·
To monitor the attainment, progress and needs of individual EAL
pupils.
·
To provide specialist support for children who are
under-achieving academically.
Curriculum Access and Provision
Pupils learning EAL are
entitled to access the full school curriculum. All children are taught a broad
and balanced curriculum using a range of teaching styles.
Pupils in the early stages of
English participate in the work of the class as much as possible as it is
important to recognise that work in all curriculum areas contributes to their
overall development of English.
The teaching of effective
spoken and written English is embedded in the teaching and learning of subject
content. All teachers structure lessons appropriately and use language in ways
that support and stimulate the development of English.
Procedures for identifying
children with EAL needs are linked to school assessments and tracking
systems. A clear distinction is drawn
between children whose needs arise from a lack of understanding or experience
of the English language, and those children who have special education needs
illustrated by assessment in their mother tongue. The needs of both of these
groups of children are met.
A register for EAL children
tracks the progress of individual pupils.
Progress is tracked half termly, by teachers,
and termly as part of the school’s tracking system.
Appropriate intervention strategies are utilised for children needing extra
support.
Teachers set targets for EAL
children who are under-achieving academically.
Specialist staff provides additional
support in the mainstream classroom or withdraw groups of pupils for targeted
time-limited teaching in specific curriculum areas.
An EAL support assistant
provides language support in KS1 and KS2 (1 morning / week) and a Polish
Bilingual Assistant supports all Polish children throughout the school.
EAL provision is co-ordinated
by Mrs C Walker.
EAL progress is monitored by Mr
P Loughlin.
Role of the EAL/Assessment Co-ordinator
·
To co-ordinate EAL provision and manage support staff.
·
To maintain an EAL register
·
To monitor the attainment, progress and needs of individual EAL
children.
·
To encourage parental involvement in school.
·
To keep up to date with current developments and disseminate
information to staff.
·
To liaise with and advise colleagues.
This policy forms an integral
part of the INCLUSION FRAMEWORK. It will be reviewed regularly in response to
legislative/ practice changes.