English as an Additional Language Pupils and Ethnic... · Pupils at the early stages of acquiring English should not be regarded as having learning difficulties. However, if a child

English as an Additional LanguagePupils and SEN

www.stockport.gov.uk/ethnicdiversity

Stockport Ethnic Diversity ServiceValuing Difference: Promoting Equality

Guidance for schools on

identifying, assessing and supporting EAL

pupils who may also have a special educational need.

English as an Additional

LanguagePupils and

SEN

Introduction Page 3

General Guidance Page 4

Part One: A Guide for Practitioners Pages 5 – 37

Part Two: School Self-Evaluation Pages 38 – 41

Part Three: Appendices Pages 42 – 61 Supporting Documents

Contents

3Contents / General Guidance / Part One: A Guide for Practitioners /

Part Two: School Self-Evaluation / Part Three: Appendices Supporting Documents

Introduction

This document is designed to support schools in making decisions about whether to start the Special Educational Needs (SEN) process for a child or young person with English as an Additional Language (EAL). It will be of particular interest to Headteachers, Pastoral Leads, Special Educational Needs Co-ordinators (SENCOs), EAL Co-ordinators and Teachers.

It is aimed at supporting EAL pupils in accordance with the Special Educational Needs and Disability Code of Practice (2015). The Code of Practice states that:

A child of compulsory school age or a young person has a learning difficulty or disability if he or she:

• has a significantly greater difficulty in learning than the majority of others of the same age, or 16

• has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions

This document was compiled by:

Ethnic Diversity Service

Learning Support Service

Psychology Service

Speech and Language Therapy Service

The group would like to thank Manchester City Council for giving permission to adapt the document Minority Ethnic Pupils and Special Educational Needs (2007) on which this guidance is based.

If you have any questions or comments, please contact the Ethnic Diversity Service on 0161 477 9000 or [email protected].



General Guidance

The identification and assessment of the special educational needs of pupils whose first language is not English requires particular care. Pupils at the early stages of acquiring English should not be regarded as having learning difficulties. However, if a child with EAL is making slow progress, it should not be assumed that this is only due to their additional language needs. They may, for example have a learning, speech and language, sensory or emotional difficulty. The 2015 SEND Code of Practice makes this very clear:

Schools should look carefully at all aspects of a child or young person’s performance in different areas of learning and development or subjects to establish whether lack of progress is due to limitations in their command of English or if it arises from SEN or a disability. Difficulties related solely to limitations in English as an additional language are not SEN.

In Stockport, it is recommended that a Specialist Ethnic Minority Achievement (EMA) teacher from the Ethnic Diversity Service (EDS) assess pupils for whom English is an additional language. English language and/or first language assessments can be carried out.

It is important that careful tracking and assessment is used for all pupils to identify the difficulties a pupil faces so that appropriate support can be put in place as soon as possible. Involving parents is a very important part of this.

Best practice should be in line with the principles that underpin the SEN and Disability Code of Practice:

• the participation of children, their parents and young people in decision- making

• the early identification of children and young people’s needs and early intervention to support them

• greater choice and control for young people and parents over support

• collaboration between education, health and social care services to provide support

• high quality provision to meet the needs of children and young people with SEN

• a focus on inclusive practice and removing barriers to learning

• successful preparation for adulthood, including independent living and employment



Bilingualism should not be considered as a disorder. Research shows that it does not cause communication difficulties. There is no reason why the prevalence of speech and language problems should be different for bilingual pupils as opposed to English mother tongue pupils.

When providing intervention for EAL pupils with SEN, language choice should be discussed and agreed with the family. Professionals should not advise the abandonment of home language in order

to facilitate the development of English language skills. It may be helpful to refer to the Parent Advice Sheet: The Benefits of Bilingualism

When assessing pupils with language difficulties from bilingual communities, gain as full a language profile as possible. This will help to differentiate between a language acquisition difficulty affecting all language learning and the acquisition of an additional language.

If possible use a trained Bilingual Assistant in meeting a particular need to provide effective intervention for bilingual pupils with SEN.

Part One: A Guide For Practitioners

Should I be using home language to support a bilingual pupil with SEN?

Bilingual Pupils with SEN

1.1 Questions asked by Teachers

Bilingualism is an advantage and should be encouraged at home and at school. Parents may be confused about this and get different advice from different people. The parents should continue to use the language that is most natural for them when speaking with their child. It may be helpful to refer to the Parent Advice Sheet: The Benefits of Bilingualism

Research indicates that learning one language helps the learning of the second language and that children who maintain their first language at home learn English

at a faster rate and to a better standard than those whose parents use ‘restricted’ English with their children at home.

Track the pupil’s progress carefully using EDS’s EAL Language Descriptors and if they continue to make little progress in learning English, an assessment of the use of their first language may be needed as they may have language and/or learning difficulties.

A child in my class is notmaking progress with

learning English. Should I tell the parents to use

English at home?

Bilingualism

http://www.learningleads.org.uk/i/Documents/EALLanguageDescriptors.doc



There are many differences in learning styles. Prior knowledge and social and cultural background may influence how pupils learn. Family structure and the role parent/carers play also impact on pupils’ learning.

Talk is important for developing language skills for EAL pupils. When planning always consider pedagogy that will promote quality talk through paired and group work. If a pupil is reticent or shows signs of struggling to speak then find out if the same is true in the home language. Practitioners may find the Teacher

Self-Reflection Checklist a helpful tool for reflecting on practice.

Where a special need is suspected, the school will need to find out as much as possible about the pupil’s home, educational, linguistic and cultural background, and relate this information to current and previous performance in school.

How do I need to approach tasks

differently for EAL pupils?

Effective Approachesto Learning

Part One: A Guide For Practitioners (cont.)



Ofsted recognises that pupils learning an additional language can become conversationally fluent in the new language in 2-3 years, but may take 5-7 years or longer to catch up with monolingual peers in their development of cognitive and academic language. The amount of formal schooling pupils have received in their first language is a significant variable in how long it takes to learn English.

Most new learners of English will go through a “silent period” during which they use little or no English, but will be

using non-verbal communication. The silent period may last for up to six months, depending on a variety of factors, and may last longer in the classroom setting than in less formal settings such as the home or playground. The silent period needs to be respected and during this time, the learner should not be forced to speak before he/she is ready. This is an active stage of learning and pupils need to continue to be given opportunities to engage with the curriculum.

Learning experiences for EAL pupils need to be carefully planned and should be cognitively challenging regardless of their stage of English language acquisition. High challenge can be maintained through the provision of contextual and linguistic support.

If staff and/or parents/carers are concerned about the pupil’s language development, then this may be due to either lack of experience in learning a language or he/she may have an additional need.

How long does it take for a pupil

to learn English?

The Length of Time to Learn English



1.2 Teacher’s Concerns: What Should We Do? Possible Solutions

A.A Chinese child in Y3

reads very accurately but scores low in QCA tests of reading comprehension.

B. A Somali child in

reception is stealing from lunchboxes and behaves

aggressively.

C.A Czech child arrives from

London at your school in Y6 only speaking a few words of English. He makes little

progress in a year.

A. Find out how long she has been learning English. The test result may be expected if the pupil has only been learning English for 2-5 years. She will continue to need support with EAL development and extra guided reading sessions, but her low reading comprehension scores do not necessarily indicate that she has SEN.

B. Find out about his prior experiences. In fact, this boy had been in a refugee camp where food was in short supply. Finding food enabled him to survive. He eventually settled into routines and made steady progress.

C. Find out about his previous family and educational experiences. Obtain a first language assessment and find out how long he has been learning English. In fact, this pupil had been educated in English in the UK since the age of five. The first language assessment showed his Czech language was as undeveloped as his English. The boy had communication and family difficulties. He made progress following language development strategies devised by a Speech and Language teacher and delivered by a TA. He also benefited from drama therapy.



What Should We Do? Possible Solutions (cont)

D.A child born in Nigeria, but educated from nursery in England, is working below the

expected level in Maths and English in Y3. He can only read and write very slowly but his progress in oral EAL is good, and he

contributes well to class discussion.

D.Find out about his background and development. This pupil’s teacher developed good relations with the parents and his mother came into class to show Nigerian clothes to the children. Questions relating to his past development led to the discovery of a visual difficulty. The Sensory Support Service was contacted and provided useful advice about seating, lighting etc. The pupil’s difficulties were addressed and he began to catch up with his maths and literacy and to eventually exceed age related norms.



What Should We Do? Possible Solutions (cont.)

E. A Korean boy joined the school in year 8. He

attended a Korean-medium school there. The family came to the UK from Korea as the boy’s father was doing a PhD at Manchester University. The family

had lived in America for over a year and the boy had attended a school there. They returned to Korea and a few years later came to the UK. By the end of year 8 the boy had made virtually no progress in learning

English and was still at Step 1/2.

E. Find out about his background, earlier development and education in Korea and the USA from the parents.

In this case, a first language assessment was carried out by a specialist EMA teacher. An interview took place with the father and revealed many difficulties that the boy and the family were experiencing. The school’s EAL co-ordinator and the specialist EMA teacher gained valuable insight into the boy’s educational background and his difficulties, particularly emotional and behavioural. The school provided some bilingual support, referred him to Speech and Language and CAMHS. An EP carried out an assessment with a recommendation for the boy to be statemented. He received regular support from a specialist EMA teacher working in the school.



1.3 EAL - SEN Pathways for Stockport Schools

The pathways presented on the next page are designed to help you deal with a concern that you may have about an EAL pupil who is not making expected progress.

It will help you to follow a process in school, work with bilingual parents and access services in Stockport to assess and provide appropriate support for pupils who have language and cultural needs in addition to SEN. It is recommended that if you or any of your colleagues have a concern, then you should follow the EAL-SEN Pathways chart to achieve the best outcome for the pupil.



EAL

- S

EN P

ath

way

s Fo

r S

tock

por

t S

choo

lsEA

L -

SEN

Pat

hw

ays

For

Sto

ckp

ort

Sch

ools

Con

cern

s ar

e ra

ised

abo

ut p

rogr

ess.

Gat

her

info

rmat

ion

on la

ngua

ges,

edu

catio

nal h

isto

ry,

prog

ress

, at

tain

men

t, le

arni

ng a

nd b

ehav

iour

(so

cial

and

em

otio

nal)

.

Gat

her

back

grou

nd in

form

atio

n an

d vi

ews

from

the

par

ent(

s) a

nd

child

/ y

oung

per

son.

Exp

lore

hom

e la

ngua

ge(s

).

Con

side

r al

l the

info

rmat

ion

with

the

SEN

CO

, ED

S a

nd/o

r

othe

r sp

ecia

list

serv

ices

.

Eval

uate

find

ings

.

Plan

IEP

(or

Pla

y Pl

an in

nur

series

) an

d de

cide

on

ap

prop

riat

e in

terv

entio

n.

Use

mul

ti-ag

ency

app

roac

h if

prob

lem

s pe

rsis

t.

Requ

est

a fir

st la

ngua

ge a

sses

smen

t fr

om

EDS if

one

not

alrea

dy d

one.

(0

161

477

9000

or

eds.

adm

in@

stoc

kpor

t.go

v.uk

)

Requ

est

an in

terp

rete

r fr

om E

DS if

nee

ded.

Dec

ide

whe

ther

or

not

chec

klis

t ne

eds

to b

e us

ed.

Mak

e de

cisi

on o

n w

heth

er t

o pl

ace

on

SEN

Sup

port

.

Requ

est

supp

ort

from

ED

S t

o co

ntribu

te t

o

indi

vidu

al p

lans

re

lang

uage

tar

gets

, su

ppor

t an

d

com

mun

icat

ion

with

par

ents

.

Con

side

r ED

S, L

SS,

SALT

, BSS

, PS

, O

T, S

SS



1.4 EAL - SEN Identification and Strategies Checklist

This consists of concerns about:

• Communication and Interaction

• Cognition and Learning

• Social, Emotional and Mental health

• Sensory and/or Physical Needs

How to use this checklist

Where there is a concern that a pupil from a minority ethnic background may have a special educational need, please use the checklist to help you to identify the issue, find the relevant information and implement strategies. Choose from the relevant categories: Communication and Interaction; Cognition and Learning; Social, Emotional and Mental Health; Sensory and/or Physical Needs.

Please Note:

Diagnosing SEN for EAL pupils is a complex process. The following checklist can support you in identifying concerns as a preliminary investigation before contacting external specialist agencies. The checklist should NOT be used on its own to reach any conclusion about whether a pupil has SEN or not.



A:

Con

cern

s ab

out

Com

mu

nic

atio

n a

nd

In

tera

ctio

n

Fin

d o

ut:

YES

NO

UN

SU

RE

Con

sult

an

d/

or u

seS

trat

egie

s an

d R

esou

rces

1. D

oes

the

pupi

l fee

l w

elco

me

and

incl

uded

in

the

sch

ool a

nd

clas

sroo

m?

EDS B

iling

ual A

ssis

tant

or

Inte

rpre

ter

to h

elp

to fi

nd o

ut h

ow t

he p

upil

feel

s.Pa

rent

(s)/

care

r(s)

and

oth

er a

dults

Obs

erva

tion

Ensu

re g

ood

indu

ctio

n pr

oced

ures

are

in p

lace

an

d fo

llow

ed (

New

Arr

ival

s Ex

celle

nce

Pro

gra

mm

e G

uid

ance

).Cre

ate

a w

elco

min

g en

viro

nmen

t. U

se t

exts

an

d di

spla

ys t

hat

incl

ude

pupi

ls’ h

ome

lang

uage

and

cul

ture

s an

d us

e go

od v

isua

ls t

o ai

d un

ders

tand

ing.

2. I

s th

e pu

pil’s

firs

t la

ngua

ge o

vert

ly v

alue

d in

sch

ool?

Cla

ssro

om o

bser

vatio

nSch

ool a

udit

EDS B

iling

ual A

ssis

tant

EM

A S

peci

alis

t Te

ache

r

Boo

ks,

stor

ytel

ling,

labe

ls,

notic

es,

lett

ers,

nu

mbe

rs in

diff

eren

t la

ngua

ges.

3. C

ould

the

pup

il fe

el

thre

aten

ed o

r ill

at

ease

w

ith t

he c

lass

room

si

tuat

ion?

Pare

nt/C

arer

*

Pupi

l int

ervi

ew (

Use

inte

rpre

ter

or

Bili

ngua

l Ass

ista

nt if

req

uire

d)O

bser

vatio

n

Revi

ew g

roup

ings

and

tea

chin

g st

yles

.Pr

ovid

e a

wel

com

ing

envi

ronm

ent.

Dem

onst

rate

kno

wle

dge

and

resp

ect fo

r cu

lture

. Pa

rent

al in

volv

emen

tSta

ff t

rain

ing

4. H

as t

he p

upil

had

less

tha

n 6-

8 m

onth

s ex

posu

re t

o En

glis

h?

Pare

nt/C

arer

*Sch

ool r

ecor

dsIn

clud

e pu

pil i

n al

l act

iviti

es.

Mod

el

lang

uage

. Adu

lts a

nd p

eers

to

use

desc

ript

ive

com

men

tary

sup

port

ed b

y ge

stur

es/s

igns

/pi

ctur

es.

Do

not

pres

surise

for

res

pons

e. U

se

bilin

gual

sup

port

. En

sure

clo

se a

dult

supp

ort

or

bud

dies

.5.

Doe

s th

e pu

pil r

espo

nd

thro

ugh

body

lang

uage

or

phy

sica

l act

ions

?

Obs

erva

tion*

Pa

rent

/Car

erBe

resp

onsi

ve a

nd e

ncou

rage

non

-ver

bal

resp

onse

, i.e

. ge

stur

es,

sign

s, s

ymbo

ls,

pict

ures

.6.

Is

the

cont

ent

of t

he

disc

ussi

on/c

urricu

lum

cu

ltura

lly f

amili

ar t

o th

e pu

pil?

Pare

nt/C

arer

* EM

A S

peci

alis

t Te

ache

rED

S B

iling

ual A

ssis

tant

Cho

ose

clas

s te

xts,

top

ics,

tha

t ar

e cu

ltura

lly

fam

iliar

. Pr

ovid

e se

cure

rou

tines

.

7. I

s th

e pu

pil r

efus

ing

to

tal

k?O

bser

vatio

n in

cla

ssO

bser

vatio

n in

pla

ygro

und

Pa

rent

/Car

er*

EAL

Gu

idel

ines

Con

side

r w

heth

er t

his

is a

s a

resu

lt of

the

“s

ilent

per

iod”

(w

hich

is t

he n

orm

for

a n

ew

EAL

pupi

l) o

r if

it co

uld

be s

elec

tive

mut

ism

.

Com

mun

icat

ion

* U

se in

terp

rete

r fr

om E

DS if

req

uire

d

http://www.learningleads.org.uk/i/Documents/NewArrivalsExcellenceProgrammeGuidance.pdfhttp://www.learningleads.org.uk/i/Documents/NewArrivalsExcellenceProgrammeGuidance.pdfhttp://www.learningleads.org.uk/i/Documents/EALGuidelinesEYFSTeachers.pdf



A:

Con

cern

s ab

out

Com

mu

nic

atio

n a

nd

In

tera

ctio

n (

con

t.)

Fin

d o

ut:

YES

NO

UN

SU

RE

Con

sult

an

d/

or u

seS

trat

egie

s an

d R

esou

rces

8. C

an h

e/sh

e lis

ten

wel

l, at

tend

and

foc

us o

n ac

tiviti

es in

the

cla

ss a

nd

in t

he h

ome?

Pare

nt/C

arer

*

Obs

erva

tion

Prov

ide

shor

t, f

ocus

ed li

sten

ing

task

s.

Try

barr

ier

gam

es.

9. C

ould

the

diffi

culty

be

due

to

a pr

oble

m

with

hea

ring

?

Sch

ool n

urse

M

edic

al r

ecor

dsRe

ferr

al t

o G

PSen

sory

Sup

port

Ser

vice

Refe

r to

Sen

sory

Sup

port

Ser

vice

: Te

ache

r of

the

dea

f w

ill a

dvis

e re

gard

ing

appr

opriat

e m

anag

emen

t, r

esou

rces

and

sup

port

.

10.

Hav

e lis

teni

ng/

atte

ntio

n di

fficu

lties

pe

rsis

ted

desp

ite

incl

usiv

e st

rate

gies

?

Obs

erva

tion

in d

iffer

ent

sett

ings

Pa

rent

/Car

er*

SALT

Hol

d se

ssio

ns in

a q

uiet

env

iron

men

t to

hel

p

pupi

l to

prog

ress

thr

ough

the

nor

mal

seq

uenc

e of

dev

elop

men

t of

list

enin

g/at

tent

ion.

Use

tim

elin

es,

egg

timer

s, r

ewar

ds a

nd

min

imis

e di

stra

ctio

ns.

11.

Are

list

enin

g/at

tent

ion

diffi

culti

es d

ue

to t

he la

ngua

ge u

sed

in

less

ons

bein

g to

o di

fficu

lt fo

r th

e pu

pil?

EMA S

peci

alis

t Te

ache

r O

bser

vatio

nPa

rent

/Car

er*

Sca

ffol

d la

ngua

ge.

Plan

use

of

visu

als

and

tang

ible

aid

s.G

ive

pupi

l a s

peci

fic r

ole

in le

arni

ng a

ctiv

ities

. Con

side

r ad

ult

supp

ort.

Con

side

r gr

oupi

ngs.

12.

Can

he/

she

pay

atte

ntio

n in

mor

e co

ntex

t- e

mbe

dded

si

tuat

ions

or

at h

ome?

EMA S

peci

alis

t Te

ache

r O

bser

vatio

nPa

rent

/Car

er*

Sca

ffol

d la

ngua

ge.

Plan

use

of

visu

als

and

tang

ible

aid

s.G

ive

pupi

l a s

peci

fic r

ole

in le

arni

ng a

ctiv

ities

. Con

side

r ad

ult

supp

ort.

Con

side

r gr

oupi

ngs.

13.

Can

he/

she

dem

onst

rate

un

ders

tand

ing

in t

he

hom

e la

ngua

ge(s

)?

EDS B

iling

ual A

ssis

tanc

e or

Int

erpr

eter

Firs

t La

ngua

ge A

sses

smen

t

(pro

vide

d by

ED

S)

As

abov

e.

Vary

pac

e.Pl

an m

ore

focu

ssed

sm

all g

roup

wor

k.Pr

ovid

e op

port

uniti

es t

o us

e th

e pu

pil’s

firs

t la

ngua

ge.

List

enin

g an

d A

ttent

ion

* U

se in

terp

rete

r fr

om E

DS if

req

uire

d



A:

Con

cern

s ab

out

Com

mu

nic

atio

n a

nd

In

tera

ctio

n (

con

t.)

Fin

d o

ut:

YES

NO

UN

SU

RE

Con

sult

an

d/

or u

seS

trat

egie

s an

d R

esou

rces

14.

Wha

t do

the

par

ents

/ca

rers

thi

nk a

bout

th

e pu

pil’s

lang

uage

de

velo

pmen

t in

bot

h or

al

l lan

guag

es?

Pare

nt/C

arer

* in

form

atio

n on

num

ber

of la

ngua

ges

spok

en,

leng

th

of e

xpos

ure,

any

cha

nges

in la

ngua

ge

envi

ronm

ent

over

tim

e.

EMA S

peci

alis

t Te

ache

r

Enco

urag

e pa

rent

to

spea

k an

d de

velo

p co

ncep

ts in

the

ir m

ost

natu

ral l

angu

age.

Reas

sure

par

ents

tha

t w

ell-

deve

lope

d

first

lang

uage

ski

lls w

ill h

elp

not

hind

er

Engl

ish

lang

uage

dev

elop

men

t.15

. H

as t

he p

upil

had

less

tha

n tw

o ye

ars’

ex

posu

re t

o En

glis

h?

Pare

nt/C

arer

*Bac

kgro

und

info

rmat

ion

Use

vis

uals

, cl

arify

key

voc

abul

ary,

m

odel

tar

get

lang

uage

, an

d sc

affo

ld o

utpu

t,

e.g.

use

sen

tenc

e st

arte

rs,

spea

king

and

w

ritin

g fr

ames

.Pl

an c

omm

unic

ativ

e an

d pr

actic

al

grou

p ac

tiviti

es.

16.

Has

the

pup

il go

t an

y un

dete

cted

phy

sica

l ne

eds?

(Vis

ual,

hear

ing,

m

edic

al?)

Pare

nt/C

arer

*Pu

pil

Med

ical

rec

ords

Sch

ool n

urse

Sen

sory

Sup

port

Ser

vice

If t

here

are

con

cern

s re

gard

ing

func

tiona

l vi

sion

ref

er t

o th

e Sen

sory

Sup

port

Ser

vice

: a

teac

her

of t

he v

isua

lly im

paired

will

adv

ise

appr

opriat

e, r

esou

rces

and

sup

port

.

List

enin

g an

d A

ttent

ion

* U

se in

terp

rete

r fr

om E

DS if

req

uire

d



A:

Con

cern

s ab

out

Com

mu

nic

atio

n a

nd

In

tera

ctio

n (

con

t.)

Fin

d o

ut:

YES

NO

UN

SU

RE

Con

sult

an

d/

or u

seS

trat

egie

s an

d R

esou

rces

17.

Are

the

re t

eeth

, fa

cial

or

stru

ctur

al p

robl

ems?

Hea

lth in

form

atio

nN

urse

Spe

ech

& L

angu

age

Ther

apis

t

Enco

urag

emen

t to

par

ticip

ate

verb

ally

. Po

sitiv

e re

spon

ses

to u

tter

ance

s. R

espo

nd t

o m

eani

ng,

whi

lst

mod

ellin

g co

rrec

t re

spon

se.

18.

Is t

he p

upil’

s sp

oken

Eng

lish

com

men

sura

te w

ith t

he le

ngth

of

time

expo

sed

to E

nglis

h?

Engl

ish

Lang

uage

Ass

essm

ent

(pro

vide

d by

ED

S)

As

abov

e. E

nsur

e pu

pil i

s in

clud

ed a

nd

enco

urag

ed t

o ac

tivel

y pa

rtic

ipat

e in

act

iviti

es.

19.

Doe

s th

e pu

pil h

ave

adeq

uate

op

port

uniti

es t

o w

ork

with

pr

ofici

ent

Engl

ish

spea

king

pup

ils?

Cla

ss/s

ubje

ct t

each

erPl

an c

olla

bora

tive

grou

p w

ork.

Ens

ure

the

pupi

l is

seat

ed w

ith p

ositi

ve la

ngua

ge r

ole

mod

els

i.e.

not

sim

ply

with

the

low

er a

bilit

y/SEN

gro

ups.

20.

Is c

omm

unic

atio

n

deve

lopm

ent

at t

he s

ame

rate

as

of

pee

rs o

r si

blin

gs?

Cla

ss/s

ubje

ct t

each

erEn

sure

the

re a

re a

ppro

pria

te o

ppor

tuni

ties

for

the

pupi

l to

com

mun

icat

e fo

r ge

nuin

e re

ason

s.

Use

com

mun

icat

ion

aids

if n

eces

sary

, e.

g. f

an,

visu

al t

imet

able

.21

. D

oes

the

pupi

l soc

ialis

e w

ith

peer

s ou

tsid

e th

e cl

assr

oom

?Lu

ncht

ime

orga

nise

rs

Play

time

supe

rvis

ors

Le

arni

ng M

ento

rs

Prov

ide

for

incl

usio

n in

gro

up p

lay

activ

ities

an

d ex

tra-

curr

icul

ar a

ctiv

ities

. En

sure

bud

dy

syst

em is

in p

lace

.22

. Are

the

inac

cura

te s

truc

ture

s us

ed b

y th

e ch

ild u

sual

for

tho

se

lear

ning

EAL

or s

peak

ing

a pa

rtic

ular

lang

uage

or

dial

ect?

EMA S

peci

alis

t st

aff

EDS B

iling

ual T

each

ing

Ass

ista

nt

EAL

Gu

idel

ines

for

Te

ach

ers

Giv

e op

port

uniti

es f

or s

peak

ing

and

liste

ning

in

sm

all g

roup

s. G

roup

pup

il w

ith p

rofic

ient

En

glis

h sp

eaki

ng p

upils

.

23.

Is t

he h

ome

lang

uage

in

telli

gibl

e to

the

list

ener

? (C

an t

he

pupi

l pro

duce

the

cor

rect

spe

ech

soun

ds in

the

hom

e la

ngua

ge?)

Obs

erva

tion

Join

t as

sess

men

t w

ith E

DS

and

SALT

Plan

joi

nt in

terv

entio

n w

ith E

DS,

SALT

an

d pa

rent

s.

24.

Is t

he p

upil’

s En

glis

h la

ngua

ge

inte

lligi

ble

to t

he li

sten

er?

(Can

the

ch

ild p

rodu

ce t

he c

orre

ct s

peec

h so

unds

in E

nglis

h?)

Obs

erva

tion

Join

t as

sess

men

t w

ith E

DS

and

SALT

Plan

joi

nt in

terv

entio

n w

ith E

DS,

SALT

an

d pa

rent

s.

Verb

al E

xpre

ssio

n

http://www.learningleads.org.uk/i/Documents/EALGuidelinesEYFSTeachers.pdfhttp://www.learningleads.org.uk/i/Documents/EALGuidelinesEYFSTeachers.pdf



A:

Con

cern

s ab

out

Com

mu

nic

atio

n a

nd

In

tera

ctio

n (

con

t.)

Fin

d o

ut:

YES

NO

UN

SU

RE

Con

sult

an

d/

or u

seS

trat

egie

s an

d R

esou

rces

25.

Can

the

pup

il us

e hi

s/he

r ot

her

lang

uage

(s)/

dial

ect(

s) o

ver

a ra

nge

of

lang

uage

ski

lls?

Con

side

r:•

expr

essi

ve la

ngua

ge•

soci

al la

ngua

ge•

task

-orien

tate

d la

ngua

ge

EMA S

peci

alis

t Te

ache

rFi

rst

Lang

uage

Ass

essm

ent

Pare

nt/C

arer

EDS B

iling

ual A

ssis

tant

or

Inte

rpre

ter

Spe

ech

and

Lang

uage

Th

erap

ist

for

low

lang

uage

le

vels

in b

oth/

all l

angu

ages

Prov

ide

oppo

rtun

ities

for

spe

akin

g in

firs

t la

ngua

ge.

Use

an

d m

onito

r al

l of

the

abov

e st

rate

gies

.

26.

Is lo

w v

erba

l ex

pres

sion

due

to

a la

ck

of u

nder

stan

ding

?

Cla

ssro

om o

bser

vatio

n.

Engl

ish

Lang

uage

Ass

essm

ent

(ED

S)

Mod

ify la

ngua

ge f

or t

each

ing.

Use

sho

rt s

ente

nces

. M

ake

lang

uage

mor

e co

ncre

te in

who

le c

lass

and

1:1

leve

l. U

se

Non

-ver

bal g

estu

res,

vis

uals

.Pr

ovid

e pr

ofes

sion

al d

evel

opm

ent fo

r st

aff i

n EA

L st

rate

gies

.27

. D

oes

the

pupi

l ha

ve d

ifficu

lty r

etai

ning

in

form

atio

n an

d/or

ac

cess

ing

wor

ds in

Eng

lish

and/

or th

e ho

me

lang

uage

?

Obs

erva

tion

SALT

Use

str

ateg

ies

to s

uppo

rt m

emor

y an

d vo

cabu

lary

ski

lls.

28.

Doe

s th

e pu

pil

stam

mer

?O

bser

vatio

n of

pup

il SA

LTU

se s

trat

egie

s re

com

men

ded

by S

ALT

.

29.

Can

the

pup

il pe

rfor

m

the

task

whe

n su

ppor

ted

by v

isua

l mat

eria

ls o

r if

the

task

is la

ngua

ge f

ree?

Obs

erva

tion

of p

upil

EMA S

peci

alis

t Te

ache

rAcc

ompa

ny t

ask

with

spo

ken

lang

uage

, vi

sual

s, o

bjec

ts

and

labe

ls.

Mod

el s

ente

nces

.

30.

Has

the

pup

il ha

d ex

perien

ce o

f th

e es

sent

ial o

ral s

tage

s le

adin

g to

the

tas

k?

Bac

kgro

und

info

rmat

ion

Sch

ool r

ecor

dsSA

LTEM

A S

peci

alis

t Te

ache

r

If n

ot,

go b

ack

to p

revi

ous

stag

es o

r le

arni

ng o

bjec

tives

, or

fill

in k

now

ledg

e ga

ps.

If y

es,

the

child

may

req

uire

the

tas

k to

be

brok

en in

to

smal

ler

step

s.31

. Cou

ld la

ck o

f ve

rbal

ex

pres

sion

be

due

to

seve

re t

raum

a?

Pare

nt/C

arer

*O

bser

vatio

nEd

ucat

iona

l Psy

chol

ogis

tEM

A S

peci

alis

t Te

ache

r

Prov

ide

supp

ort

from

key

adu

lt in

sch

ool.

U

se t

hera

peut

ic a

ppro

ache

s, s

mal

l gro

up o

r in

divi

dual

ch

ild-c

entr

ed w

ork.

Verb

al E

xpre

ssio

n

* U

se in

terp

rete

r fr

om E

DS if

req

uire

d



B:

Con

cern

s ab

out

Cog

nit

ion

an

d L

earn

ing

Fin

d o

ut:

YES

NO

UN

SU

RE

Con

sult

an

d/

or u

se

1. I

s th

e pu

pil m

akin

g ex

pect

ed p

rogr

ess

in le

arni

ng E

AL?

Engl

ish

Lang

uage

Ass

essm

ent

(ED

S)

EMA S

peci

alis

t Te

ache

rEA

L G

uid

elin

es for

Tea

cher

s M

onito

ring

and

Tra

ckin

g da

ta2.

Is

the

pupi

l mak

ing

expe

cted

pro

gres

s w

hen

taki

ng in

to h

is a

ccou

nt h

is/h

er

prev

ious

edu

catio

nal e

xper

ienc

e?

Engl

ish

Lang

uage

Ass

essm

ent

(ED

S)

In

form

atio

n fr

om A

dmis

sion

sPa

rent

/Car

er*

3. I

s th

e pu

pil m

akin

g ex

pect

ed p

rogr

ess

give

n hi

s/he

r le

vel o

f ex

posu

re t

o En

glis

h?

Engl

ish

Lang

uage

Ass

essm

ent

(pro

vide

d by

ED

S)

EM

A S

peci

alis

t Te

ache

rPa

rent

/Car

er*

4. I

s th

e pu

pil m

akin

g ex

pect

ed p

rogr

ess

in o

ther

are

as (

eg s

uppl

emen

tary

sch

ool,

soci

al a

ctiv

ities

)?

Pare

nt/C

arer

*O

ther

adu

lts a

nd/o

r pr

actit

ione

rs in

volv

ed w

ith p

upil

outs

ide

scho

ol.

5. H

as t

he p

aren

t /c

arer

exp

ress

ed

conc

ern

abou

t th

e pu

pil’s

rat

e of

pr

ogre

ss?

EDS I

nter

pret

erED

S B

iling

ual A

ssis

tant

6. C

an t

he p

upil

unde

rsta

nd t

he t

ask

whe

n pr

ovid

ed w

ith c

onte

xtua

l or

visu

al

supp

orts

or

if th

e ta

sk is

lang

uage

fre

e?

Obs

erva

tion

of p

upil

7. C

an t

he p

upil

unde

rsta

nd t

he t

ask

whe

n it

is e

xpla

ined

in t

he h

ome

lang

uage

or

dial

ect?

EDS B

iling

ual A

ssis

tant

or

Inte

rpre

ter

Pare

nt/C

arer

*EM

A S

peci

alis

t Te

ache

r

8. D

oes

the

pupi

l mak

e ex

pect

ed

prog

ress

in s

ubje

cts

that

are

less

de

pend

ent

on a

cade

mic

lang

uage

suc

h as

Art

or

PE?

Teac

her

obse

rvat

ion

Pare

nt/C

arer

*Pu

pil

Perf

orm

ance

in th

e W

ider

Cur

ricul

um (S

trate

gies

and

reso

urce

s lis

ted

afte

r the

tabl

e)

* U

se in

terp

rete

r fr

om E

DS if

req

uire

d

http://www.learningleads.org.uk/i/Documents/EALGuidelinesEYFSTeachers.pdf



B:

Con

cern

s ab

out

Cog

nit

ion

an

d L

earn

ing

(co

nt.

)

Fin

d o

ut:

YES

NO

UN

SU

RE

Con

sult

an

d/

or u

se

9. C

an t

he p

upil

cons

iste

ntly

co

mpl

ete

typi

cal a

ge-r

elat

ed t

asks

co

rrec

tly?

Bac

kgro

und

info

rmat

ion

Pare

nt/C

arer

*Cla

ssro

om o

bser

vatio

nFi

rst

Lang

uage

Ass

essm

ent

(ED

S)

10.

Can

the

pup

il co

mpl

ete

task

s co

rrec

tly w

hen

give

n su

ffici

ent

time

and

supp

ort

to r

espo

nd?

Clas

sroo

m o

bser

vatio

n

11. C

an th

e pu

pil d

emon

stra

te

unde

rsta

ndin

g of

new

con

cept

s?Fi

rst

Lang

uage

Ass

essm

ent

(ED

S)

Engl

ish

Lang

uage

Ass

essm

ent

(ED

S)

12.

Can

the

pup

il re

call

new

in

form

atio

n?D

aily

ass

essm

ent

by c

lass

room

tea

cher

Firs

t La

ngua

ge A

sses

smen

t (E

DS)

13.

Can

the

pup

il ac

quire

and

dem

onst

rate

new

ski

lls?

Dai

ly a

sses

smen

t by

cla

ssro

om t

each

er

Cla

ssro

om o

bser

vatio

n

Perf

orm

ance

in th

e W

ider

Cur

ricul

um (S

trate

gies

and

reso

urce

s lis

ted

afte

r the

tabl

e)

* U

se in

terp

rete

r fr

om E

DS if

req

uire

d



B:

Con

cern

s ab

out

Cog

nit

ion

an

d L

earn

ing

(co

nt.

)

Stra

tegi

es to

Sup

port

EA

L Pu

pils

in th

e W

ider

Cur

ricul

um

Pl

an fo

r lan

guag

e de

velo

pmen

t as

wel

l as

for l

earn

ing.

En

sure

that

teac

hing

, res

ourc

es a

nd th

e en

viro

nmen

t ac

com

mod

ate

prio

r kno

wle

dge,

exp

erie

nces

and

le

arni

ng s

tyle

s.

U

se b

iling

ual s

trate

gies

to s

uppo

rt th

e pu

pil i

n di

ffere

nt

curr

icul

um a

reas

. Sca

ffold

lear

ning

. Add

con

text

ual a

nd

visu

al s

uppo

rt to

spo

ken

inst

ruct

ions

.

Pr

ovid

e bi

lingu

al s

uppo

rt to

hel

p th

e pu

pil a

cces

s th

e cu

rric

ulum

, eg

bilin

gual

ass

ista

nt, b

iling

ual r

esou

rces

etc

.

En

sure

ther

e is

pee

r sup

port

, col

labo

rativ

e pa

ired

wor

k

or g

roup

wor

k.

C

onsi

der g

roup

ings

car

eful

ly. E

AL

pupi

ls w

ill b

enefi

t fro

m

bein

g in

gro

ups

with

pup

ils w

ho a

re p

rofic

ient

in E

nglis

h an

d ca

n m

odel

goo

d la

ngua

ge.

En

sure

that

rela

tions

hips

with

sta

ff an

d pe

ers

are

su

ppor

tive.

Com

mun

icat

e in

form

atio

n re

gard

ing

the

pupi

l’s

back

grou

nd, l

evel

s an

d su

gges

ted

stra

tegi

es to

per

tinen

t m

embe

rs o

f sta

ff.

En

sure

task

s ar

e cu

ltura

lly a

ppro

pria

te.

K

eep

pare

nts

fully

info

rmed

. Ens

ure

pare

ntal

exp

ecta

tions

ar

e in

form

ed b

y kn

owle

dge

of te

achi

ng c

onte

nt a

nd

appr

oach

. Em

pow

er p

aren

ts to

hel

p th

eir c

hild

ren.

Use

in

terp

rete

rs w

hen

requ

ired.

C

onsi

der u

sing

Tal

king

Par

tner

s as

an

inte

rven

tion.

Res

ourc

es

EDS

Ref

erra

l For

m

EAL

Lang

uage

Des

crip

tors

(ED

S)

EAL

Gui

delin

es fo

r EYF

S Te

ache

rs (E

DS)

EAL

Gui

delin

es fo

r Prim

ary

Teac

hers

(ED

S)

EAL

Gui

delin

es fo

r Sec

onda

ry T

each

ers

(ED

S)

DfE

S. (2

006)

Exce

llenc

e an

d En

joym

ent -

Lea

rnin

g an

d Te

achi

ng fo

r Bili

ngua

l Chi

ldre

n in

the

Prim

ary

Year

s

DC

SF. (

2008

) New

Arr

ival

s Ex

celle

nce

Prog

ram

me

Gui

danc

e

ww

w.n

wem

ahub

.net

/

ww

w.n

asse

a.or

g.uk

/

ww

w.n

aldi

c.or

g.uk

/

Gib

bons

, Pau

line.

(199

3) L

earn

ing

to L

earn

in a

Sec

ond

Lang

uage

. Por

tsm

outh

, NH

. Hei

nem

ann.

Hal

l, D

. (19

97) A

sses

sing

the

Nee

ds o

f Bili

ngua

l Pup

ils: L

ivin

g in

Tw

o La

ngua

ges.

Lon

don,

Dav

id F

ulto

n Pu

blis

hers

.

Has

lam

, L.,

Wilk

in, Y

. Kel

let,

E. (2

005)

Eng

lish

as a

n A

dditi

onal

La

ngua

ge: M

eetin

g th

e C

halle

nge

in th

e C

lass

room

. Lon

don,

D

avid

Ful

ton

Publ

ishe

rs.

http://www.learningleads.org.uk/i/Documents/EDSPupilReferralForm.dochttp://www.learningleads.org.uk/i/Documents/EALLanguageDescriptors.dochttp://www.learningleads.org.uk/i/Documents/EALGuidelinesEYFSTeachers.pdfhttp://www.learningleads.org.uk/i/Documents/EALGuidelinesPrimaryTeachers.pdfhttp://www.learningleads.org.uk/i/Documents/EALGuidelinesSecondaryTeachers.pdfhttp://www.learningleads.org.uk/i/Documents/ExcellenceandEnjoyment _LearningandTeachingforBilingualChildreninthePrimaryYears.pdfhttp://www.learningleads.org.uk/i/Documents/ExcellenceandEnjoyment _LearningandTeachingforBilingualChildreninthePrimaryYears.pdfhttp://www.learningleads.org.uk/i/Documents/NewArrivalsExcellenceProgrammeGuidance.pdf



B:

Con

cern

s ab

out

Cog

nit

ion

an

d L

earn

ing

(co

nt.

)

Fin

d o

ut:

YES

NO

UN

SU

RE

Con

sult

an

d/

or u

se

1. D

oes

the

pupi

l hav

e kn

owle

dge

of h

ow a

boo

k w

orks

in

his/

her

hom

e la

ngua

ge?

Talk

to

pare

nts*

and

che

ck r

ecor

ds a

nd r

epor

ts f

rom

th

e co

unty

of

orig

in.

Firs

t La

ngua

ge A

sses

smen

t (E

DS)

2. D

oes

the

pupi

l hav

e kn

owle

dge

of h

ow a

boo

k w

orks

in

Eng

lish?

Che

ck s

choo

l rec

ords

and

tal

k to

par

ents

*.En

glis

h La

ngua

ge A

sses

smen

t (E

DS)

3. D

oes

the

pupi

l hav

e a

rang

e of

voc

abul

ary

to a

cces

s ag

e ap

prop

riat

e re

adin

g m

ater

ial i

n En

glis

h?Re

adin

g Re

cord

Engl

ish

Lang

uage

Ass

essm

ent

(ED

S)

EMA S

peci

alis

t Te

ache

r4.

Is

the

pupi

l abl

e to

und

erst

and

the

mea

ning

of

the

text

app

ropr

iate

to

his/

her

age

& e

xper

ienc

e?Tr

acki

ng d

ata

Read

ing

reco

rd5.

Has

the

chi

ld h

ad s

uffic

ient

exp

erie

nce

of h

earing

and

pr

oduc

ing

Engl

ish

soun

ds?

Educ

atio

nal h

isto

ryTa

lk t

o EM

A S

peci

alis

t Te

ache

r ab

out

spec

ific

soun

ds.

6. D

oes

the

pupi

l hav

e di

fficu

lty in

pro

duci

ng a

ny o

f th

e En

glis

h so

unds

?SA

LTEM

A S

peci

alis

t Te

ache

r7.

Doe

s th

e pu

pil h

ave

phon

olog

ical

aw

aren

ess

skill

s?Ass

essm

ent

reco

rds

Engl

ish

Lang

uage

Ass

essm

ent

(ED

S)

8. C

an t

he p

upil

use

mor

e th

an o

ne s

trat

egy

to r

ead

unfa

mili

ar w

ords

?Ass

essm

ent

reco

rds

Engl

ish

Lang

uage

Ass

essm

ent

(ED

S)

9. H

as t

he p

upil

had

adeq

uate

tim

e an

d op

port

unity

to

expe

rien

ce t

he d

iffer

ent

stag

es o

f re

adin

g?EM

A S

peci

alis

t Te

ache

rPa

rent

/Car

er*

Sch

ool R

ecor

ds10

. If

app

ropr

iate

, do

es t

he p

upil

read

tex

t in

a h

ome

lang

uage

in a

man

ner

suita

ble

for

thei

r le

ngth

of ed

ucat

ion

in

that

lang

uage

?(N

B:

Ther

e m

ay n

ot b

e a

writt

en f

orm

, or

par

ents

may

not

be

lite

rate

the

mse

lves

, in

the

hom

e la

ngua

ge.)

Pare

nt/C

arer

*

Sup

plem

enta

ry s

choo

l, if

the

pupi

l att

ends

one

Fi

rst

Lang

uage

Ass

essm

ent

(ED

S)

11.

Are

the

boo

ks u

sed

to a

sses

s or

tea

ch r

eadi

ng s

kills

in

Engl

ish,

sui

tabl

e in

ter

ms

of c

ultu

ral f

amili

arity

, co

nten

t,

idio

mat

ic la

ngua

ge,

for

leve

l of

oral

ski

lls?

Cla

ss T

each

erEM

A S

peci

alis

t Te

ache

r Re

adin

g re

cord

s12

. Can

the

pup

il se

quen

ce e

vent

s an

d id

eas

oral

ly

and

pict

oria

lly?

Firs

t la

ngua

ge A

sses

smen

t (E

DS)

En

glis

h La

ngua

ge A

sses

smen

t (E

DS)

Rea

ding

(Stra

tegi

es a

nd re

sour

ces

liste

d af

ter t

he ta

ble)

* U

se in

terp

rete

r fr

om E

DS if

req

uire

d



B:

Con

cern

s ab

out

Cog

nit

ion

an

d L

earn

ing

(co

nt.

)

Stra

tegi

es to

Sup

port

EA

L Pu

pils

in R

eadi

ng

Li

sten

to E

AL

pupi

ls re

ad o

n a

regu

lar b

asis

and

che

ck fo

r un

ders

tand

ing.

Se

lect

boo

ks th

at a

re a

ge-a

ppro

pria

te a

nd, i

f pos

sibl

e,

cultu

rally

app

ropr

iate

.

Pr

ovid

e a

syst

emat

ic p

rogr

amm

e to

teac

h sp

ecifi

c re

adin

g sk

ills

need

ed b

y EA

L pu

pils

.

C

onsi

der u

sing

Sto

ckpo

rt E

arly

Rea

ding

Inte

rven

tion

(SER

I)

C

onsi

der u

sing

Boo

stin

g R

eadi

ng P

oten

tial I

nter

vent

ion.

C

onsi

der u

sing

Nar

rativ

e Th

erap

y.

Pr

ovid

e pr

actic

e in

seq

uenc

ing

stor

ies.

U

se D

irect

ed A

ctiv

ities

Rel

ated

to T

exts

(DA

RTs

)

Pr

ovid

e gu

ided

read

ing

oppo

rtun

ities

with

a p

artic

ular

em

phas

is o

n re

adin

g fo

r mea

ning

.

If

appr

opria

te, u

se b

iling

ual d

ictio

narie

s.

Res

ourc

es

EDS

Ref

erra

l For

m

EAL

Lang

uage

Des

crip

tors

(ED

S)

EAL

Gui

delin

es fo

r EYF

S Te

ache

rs (E

DS)

EAL

Gui

delin

es fo

r Prim

ary

Teac

hers

(ED

S)

EAL

Gui

delin

es fo

r Sec

onda

ry T

each

ers

(ED

S)

DfE

S. (2

006)

Exce

llenc

e an

d En

joym

ent -

Lea

rnin

g an

d Te

achi

ng fo

r Bili

ngua

l Chi

ldre

n in

the

Prim

ary

Year

s

DC

SF. (

2008

) New

Arr

ival

s Ex

celle

nce

Prog

ram

me

Gui

danc

e

ww

w.n

wem

ahub

.net

/

ww

w.n

asse

a.or

g.uk

/

ww

w.n

aldi

c.or

g.uk

/

Gib

bons

, Pau

line.

(199

3) L

earn

ing

to L

earn

in a

Sec

ond

Lang

uage

. Por

tsm

outh

, NH

. Hei

nem

ann.

Hal

l, D

. (19

97) A

sses

sing

the

Nee

ds o

f Bili

ngua

l Pup

ils: L

ivin

g in

Tw

o La

ngua

ges.

Lon

don,

Dav

id F

ulto

n Pu

blis

hers

.

Has

lam

, L.,

Wilk

in, Y

. Kel

let,

E. (2

005)

Eng

lish

as a

n A

dditi

onal

La

ngua

ge: M

eetin

g th

e C

halle

nge

in th

e C

lass

room

. Lon

don,

D

avid

Ful

ton

Publ

ishe

rs.




B:

Con

cern

s ab

out

Cog

nit

ion

an

d L

earn

ing

(co

nt.

)

Fin

d o

ut:

YES

NO

UN

SU

RE

Con

sult

an

d/

or u

se

1. A

re t

he d

ifficu

lties

in w

ritin

g a

refle

ctio

n of

diffi

culti

es in

w

ord

orde

r, w

ord

omis

sion

s, t

ense

s et

c in

ora

l ski

lls?

EMA S

peci

alis

t Te

ache

r Scr

utin

y of

writin

g

2. D

oes

the

first

lang

uage

aff

ect

how

Eng

lish

is w

ritt

en?

Firs

t La

ngua

ge A

sses

smen

t (E

DS)

EMA S

peci

alis

t Te

ache

rSEN

CO

3. H

as t

he p

upil

got

adeq

uate

exp

erie

nce

of w

ritin

g in

En

glis

h ac

ross

a r

ange

of

genr

es?

Cla

ss t

each

er’s

pla

nnin

g SEN

CO

Sch

ool r

ecor

ds4.

Is

the

pupi

l abl

e to

use

a w

ide

rang

e of

voc

abul

ary

appr

opriat

e to

his

age

and

exp

erie

nce?

Writin

g as

sess

men

t

5. A

re s

pelli

ng m

ista

kes

cons

iste

nt a

nd s

how

ing

awar

enes

s of

pat

tern

s of

Eng

lish?

Writin

g as

sess

men

t

6. I

f ap

prop

riat

e, is

the

chi

ld a

ble

to w

rite

in a

hom

e la

ngua

ge a

t a

leve

l app

ropr

iate

to

age

and

educ

atio

n in

tha

t la

ngua

ge?

Firs

t La

ngua

ge A

sses

smen

t (E

DS)

7. H

as t

he c

hild

had

any

dev

elop

men

tal d

ifficu

lties

/vis

ual o

r he

arin

g di

fficu

lties

or

dela

y in

ver

bal c

omm

unic

atio

n?Pa

rent

/Car

er*

SEN

CO

8. A

re t

he d

ifficu

lties

sim

ilar

to t

hose

oft

en fou

nd w

ith p

upils

ha

ving

dys

lexi

a?SEN

CO

W

ritin

g as

sess

men

t9.

Is

the

pupi

l fam

iliar

with

the

Eng

lish

script

in p

rint

ed a

nd

hand

writt

en f

orm

?EM

A S

peci

alis

t Te

ache

r

SEN

CO

10.

Has

the

pup

il ha

d pr

evio

us f

orm

al s

choo

ling

in h

is/h

er

hom

e la

ngua

ge,

whi

ch in

clud

ed o

ppor

tuni

ties

to w

rite

/dra

w?

Pare

nt/C

arer

* Pu

pil

11.

Has

the

pup

il w

ritt

en in

a s

crip

t w

ith d

iffer

ent

orie

ntat

ion/

posi

tioni

ng?

Pare

nt/C

arer

* Pu

pil

12.

Doe

s th

e pu

pil s

eem

to

have

pro

blem

s w

ith m

ovem

ent

and

spat

ial a

war

enes

s?Cla

ss t

each

erPa

rent

/Car

er*

Obs

erva

tion

Writ

ing

(trat

egie

s an

d re

sour

ces

liste

d af

ter t

he ta

ble)

* U

se in

terp

rete

r fr

om E

DS if

req

uire

d



B:

Con

cern

s ab

out

Cog

nit

ion

an

d L

earn

ing

(co

nt.

)

Stra

tegi

es to

Sup

port

EA

L Pu

pils

in W

ritin

g

M

odel

spe

cific

lang

uage

stru

ctur

es fo

r EA

L pu

pils

.

O

ral r

ehea

rsal

of t

arge

t lan

guag

e by

pup

ils

St

ruct

ured

gui

ded

talk

act

iviti

es le

adin

g to

writ

ing

spre

adsh

eets

U

se a

ppro

pria

te w

ritin

g fra

mes

to s

caffo

ld w

ritin

g.

Pr

ovid

e op

port

uniti

es to

writ

e in

bot

h th

e ho

me

lang

uage

an

d En

glis

h.

U

se a

bili

ngua

l dic

tiona

ry if

requ

ired.

U

se m

ultis

enso

ry a

ppro

ache

s ad

apte

d fo

r EA

L pu

pils

to

impr

ove

cont

extu

al u

nder

stan

ding

.

C

onsi

der t

he p

upil’s

sta

ge o

f dev

elop

men

t in

writ

ing.

If b

elow

th

e ex

pect

ed le

vel,

then

con

side

r an

appr

opria

te

inte

rven

tion

prog

ram

me.

Res

ourc

es

EDS

Ref

erra

l For

m

EAL

Lang

uage

Des

crip

tors

(ED

S)

EAL

Gui

delin

es fo

r EYF

S Te

ache

rs (E

DS)

EAL

Gui

delin

es fo

r Prim

ary

Teac

hers

(ED

S)

EAL

Gui

delin

es fo

r Sec

onda

ry T

each

ers

(ED

S)

DfE

S. (2

006)

Exce

llenc

e an

d En

joym

ent -

Lea

rnin

g an

d Te

achi

ng fo

r Bili

ngua

l Chi

ldre

n in

the

Prim

ary

Year

s

DC

SF. (

2008

) New

Arr

ival

s Ex

celle

nce

Prog

ram

me

Gui

danc

e

ww

w.n

wem

ahub

.net

/

ww

w.n

asse

a.or

g.uk

/

ww

w.n

aldi

c.or

g.uk

/

Gib

bons

, Pau

line.

(199

3) L

earn

ing

to L

earn

in a

Sec

ond

Lang

uage

. Por

tsm

outh

, NH

. Hei

nem

ann.

Hal

l, D

. (19

97) A

sses

sing

the

Nee

ds o

f Bili

ngua

l Pup

ils: L

ivin

g in

Tw

o La

ngua

ges.

Lon

don,

Dav

id F

ulto

n Pu

blis

hers

.

Has

lam

, L.,

Wilk

in, Y

. Kel

let,

E. (2

005)

Eng

lish

as a

n A

dditi

onal

La

ngua

ge: M

eetin

g th

e C

halle

nge

in th

e C

lass

room

. Lon

don,

D

avid

Ful

ton

Publ

ishe

rs.




C:

Con

cern

s ab

out

Soc

ial,

Em

otio

nal

an

d M

enta

l Hea

lth

Fin

d o

ut:

YES

NO

UN

SU

RE

Co

nsu

lt a

nd

/o

r u

seS

trat

egie

s an

d R

eso

urc

es

1. C

ould

unu

sual

be

havi

our

be d

ue t

o th

e pu

pil e

xper

ienc

ing

conf

usio

n w

ith t

he n

ew

cultu

re?

Pupi

lPa

rent

/Car

er*

EMA S

peci

alis

t Te

ache

rBili

ngua

l Ass

ista

nt

Cla

ssro

om T

each

er

Prov

ide

stru

ctur

ed le

arni

ng c

onsi

sten

t w

ith p

rior

ex

perien

ce.

Expl

icit

teac

hing

of

rout

ines

. Vis

ual

timet

able

. G

ive

time

to e

mbe

d ex

pect

ed b

ehav

iour

. In

volv

e th

e pa

rent

in c

lass

.Pr

ovid

e ho

me

lang

uage

sup

port

whe

re a

ppro

pria

te.

2. C

ould

the

unu

sual

be

havi

our

be d

ue t

o th

e pu

pil’s

hav

ing

expe

rien

ced

trau

ma?

Pare

nt/C

arer

*SEN

CO

Ed

ucat

iona

l Psy

chol

ogis

t EM

A S

peci

alis

t Te

ache

rBSS

Prim

ary

or S

econ

dary

Jig

saw

Com

plet

e S

tres

s In

dic

ato

r C

hec

klis

t In

par

tner

ship

w

ith E

DS a

nd r

efer

to

the

Psyc

holo

gy S

ervi

ce

ifapp

ropr

iate

.

3. H

as t

he p

upil

had

only

a

shor

t ex

perien

ce o

f fo

rmal

edu

catio

n?

Info

rmat

ion

abou

t pr

ior

scho

olin

gPr

ovid

e ca

tch

up e

xper

ienc

es in

are

as/s

tage

s no

t co

vere

d. A

dvis

e pa

rent

on

how

the

y ca

n su

ppor

t.

4. H

as t

he p

upil

com

e fr

om a

n ed

ucat

iona

l ex

perien

ce t

hat

is v

ery

differ

ent

from

the

cur

rent

se

ttin

g, in

clud

ing

clas

s si

ze?

As

abov

eSta

ff d

evel

opm

ent.

Teac

h to

diff

eren

t le

arni

ng s

tyle

s.

Sup

port

the

iden

tity

of c

hild

.

5. I

s th

e pu

pil’s

lack

of

ski

lls in

spo

ken

or

writt

en E

nglis

h ca

usin

g fr

ustr

atio

n or

pre

vent

ing

self-

expr

essi

on?

Engl

ish

Lang

uage

Ass

essm

ent

(pro

vide

d by

ED

S)

EMA S

peci

alis

t Te

ache

r

Teac

h la

ngua

ge in

all

area

s of

the

cur

ricu

lum

. Pr

ovid

e st

ruct

ured

spe

akin

g an

d lis

teni

ng o

ppor

tuni

ties,

lots

of

visu

als

and

kina

esth

etic

act

iviti

es.

Ensu

re c

hild

ren

know

how

to

use

wor

d lis

ts,

mat

s et

c.

and

have

exp

licit

teac

hing

of

rout

ines

for

inde

pend

ent

wor

king

. W

ork

on b

oost

ing

self-

este

em a

nd fi

ndin

g th

e ch

ild’s

str

engt

hs in

oth

er a

reas

.Te

ach

rela

xatio

n st

rate

gies

.6.

Is

the

pupi

l’s a

cade

mic

la

ngua

ge d

evel

opm

ent

keep

ing

up w

ith

the

dem

ands

of

the

curr

icul

um?

Trac

king

info

rmat

ion

on

pupi

l’s la

ngua

ge d

evel

opm

ent

over

tim

e.EM

A S

peci

alis

t Te

ache

rScr

utin

y of

wor

k

Sup

port

lang

uage

dev

elop

men

t by

usi

ng E

AL

stra

tegi

es.

Ensu

re k

ey la

ngua

ge is

iden

tified

and

und

erst

andi

ng

mon

itore

d.En

sure

opp

ortu

nitie

s fo

r us

e of

sub

ject

spe

cific

la

ngua

ge d

urin

g th

e le

sson

.

* U

se in

terp

rete

r fr

om E

DS if

req

uire

d



C:

Con

cern

s ab

out

Soc

ial,

Em

otio

nal

an

d M

enta

l Hea

lth

(co

nt.

)

Fin

d o

ut:

YES

NO

UN

SU

RE

Con

sult

an

d/

or u

seS

trat

egie

s an

d R

esou

rces

7. I

s th

e pu

pil s

haring

and

co

-ope

ratin

g?Pa

rent

/Car

er t

o fin

d ou

t ab

out

prev

ious

exp

erie

nce

of s

choo

l and

pu

pil/

adul

t re

latio

nshi

ps.*

O

bser

vatio

n of

pup

il in

cla

ss a

nd

othe

r se

ttin

gs.

Prov

ide

qual

ity le

arni

ng o

ppor

tuni

ties

to a

id

deve

lopm

ent

of c

oope

ratio

n.En

sure

goo

d ro

le m

odel

s of

beh

avio

ur.

Mak

e ex

pect

atio

ns c

lear

(SM

ART

) so

pup

il ca

n ex

perien

ce r

egul

ar s

ucce

ss.

Spe

cific

ally

tea

ch

lang

uage

invo

lved

in s

haring

and

coo

pera

tion

thro

ugh

gam

es a

nd a

ctiv

ities

.8.

Is

the

pupi

l’s p

lay

age

appr

opriat

e?Pa

rent

/Car

er t

o fin

d ou

t ab

out

prio

r ex

perien

ces

of s

choo

l, ho

me

envi

ronm

ent,

toy

s, p

lay

with

si

blin

gs,

frie

nds.

*Adv

ice

from

Ear

ly Y

ears

Adv

isor

y Te

ache

r or

Edu

catio

nal

Psyc

holo

gist

if p

upil

does

not

pr

ogre

ss t

hrou

gh s

tage

s of

pla

y w

ith a

ppro

pria

te s

uppo

rt.

Prim

ary

/ Sec

onda

ry I

nclu

sion

Te

am.

BSS

Cre

ate

oppo

rtun

ities

for

pla

y.En

cour

age

pare

nts

to s

pend

tim

e he

lpin

g in

nu

rser

y to

obs

erve

pla

y.Cla

ssro

om p

lay

spac

e.Re

sour

ces

for

gam

es a

nd p

lay

at b

reak

and

lu

nch.

Gui

ded

play

with

adu

lt as

fac

ilita

tor.

Rela

te p

lay

to c

hild

’s o

wn

expe

ctat

ions

/ex

perien

ces.

Ass

ist

child

to

prog

ress

thr

ough

t