Ensuring the attainment of pupils learning English as an ... and Learning... · ‘Bilingual here is taken to mean all pupils who use or have access to more than one language at home

Curriculum and Standards

Guidance

LA and school strategy managers and inclusion managersStatus: Recommended

Date of issue: 03-2007

Ref: 00011-2007BKT-EN

Ensuring the attainment of pupils learning English as an additional languageA management guide

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ContentsDefinitions 2

Introduction 5

SectionA:Collectingandusingdatatoidentifyandtackleunderperformance 10

SectionB:Developingteachingandlearning 13

SectionC:Engagement,supportandintervention 16

AppendixA:Usefulresources 18

AppendixB:Schoolself-evaluation 20

00011-2007CDO-ENSecondaryNational Strategy ©Crowncopyright2007

00011-2007BKT-EN Ensuring the attainment of pupils learning English as an additional language: a management guide©Crowncopyright2007 Secondary National Strategy

Definitions

Inthisguide,alearnerofEnglishasanadditionallanguage(EAL)isapupilwhosefirstlanguageisotherthanEnglish.

‘First language is the language to which the child was initially exposed during early development and continues to use this language in the home and community. If a child acquires English subsequent to early development, then English is not their first language no matter how proficient in it they become.’

Source: School census preparation and guidance for 2007 (DfES2007)

Incommonwithtermsusedbyprofessionalsinthefield,thetermslearnerofEALandbilinguallearnerareusedinterchangeablyandneithertermpresumesanyparticularleveloffluencyinanylanguage.Aiming high: raising the achievement of minority ethnic pupils (DfES0183/2003)definesthisusageasfollows.

‘Bilingual here is taken to mean all pupils who use or have access to more than one language at home or at school – it does not necessarily imply full fluency in both or all languages.’

Thedefinitionof‘moreadvancedlearner’ismorecomplexanditisnothelpfultoascribeeitheraminimumnumberofyears’exposuretoEnglishoraparticularNationalCurriculumassessmentleveltosuchpupils.MoreadvancedlearnersmayhavespentaslittleasthreeyearsorasmuchastheirwholelivesintheUK.Intheirfirstlanguagetheymightbeliterateornot.Inthecontextofthisguide,theOfsted(2005)definitionishelpful:

‘…pupils who have had all or most of their school education in the UK and whose oral proficiency in English is usually indistinguishable from that of pupils with English as a first language but whose writing may still show distinctive features related to their language background.’

Source: Could they do better? The writing of advanced bilingual learners of English at Key Stage 2: HMI survey of good practice (HMI2452)

Thisdefinitiondoesnotincludeallthepupilswemightwishtocategoriseasmoreadvancedlearners,butitisusefulinshiftingthefocustopupilswhodonotachievetheirpotentialbecausetheirspecificneedforsupportindevelopingacademiclanguageisnotbeingmet.

SupportingtheachievementofmoreadvancedbilinguallearnersImplicitthroughoutthisguidanceisthatalllearnershavearightofaccesstotheNationalCurriculumandthatprovisionforunderperformingadvancedlearnersofEALisnotseparatebutintegratedintoallsubjectareas.ThefocusisthereforeonlearningandteachinginmainstreamsubjectsandassessmentofEnglishlanguagecompetence

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Ensuring the attainment of pupils learning English as an additional language: a management guide 00011-2007BKT-ENSecondaryNational Strategy ©Crowncopyright2007

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usingthescaleinA language in common – assessing Englishas an additional language(QCA/00/584).Althoughthisscalehasnotbeenmadestatutory,theDfESandOfstedstronglyrecommenditsuseandsuggestthatothersystemsshouldnotbeimposed.TheallocationoftheEthnicMinorityAchievementGrant(EMAG)isnowdependentuponlevelsofunderperformanceinminorityethnicgroupsandmanyLAshaveadoptedthescaleinA language in common – assessing English as an additional languageasawaytomeasureunderattainmentinpupilslearningEAL.Assessing pupils’ progress in English–a practical guide(DfES1789-2005CDO-EN)hasnowbeenadoptedbymanyschoolsasapowerfultoolforanalysingKeyStage3pupils’strengthsandweaknesses.ItenablesteachersnotonlytoassignanoverallNationalCurriculumlevelforreadingandwriting,butalsotosetcurriculartargetsanddecideuponappropriateintervention.

Thethreewaves:acommonapproachtointerventionsupportTheNationalStrategiesadvocateasystematicapproachtoteachingbasedonthreewavesoftailoredsupport.Schoolswillneedtouseawavesapproachtoplan,designandtailoreffectiveandappropriateprovision.ThisguidanceisaimedatthedevelopmentofWave1andWave2interventionsupport.

Thethreewavesareoutlinedbelow.

Wave 1 – Tailored teaching in classes

Wave1teachingishighqualityinclusiveteachingsupportedbyeffectivewhole-schoolpoliciesandframeworks,clearlytargetedonallpupils’needsandpriorlearning.Thisneedstobebasedonplanningandschemesofworkdesignedtomoveallpupilsfromwheretheyaretowheretheyneedtobe.Wherelargenumbersofpupilssharethesamelearningneeds,thebestsolutionistoadjusttheplanningtocaterforthem.Itmeanssettinganewtrajectoryforthelearningprogrammetotakepupilstowheretheyneedtobeintermsofage-relatedexpectations.EffectiveWave1teachinganticipatestheneedsofpupilsbasedongooduseofyearlytransitiondataandinformation.

Wave 2 – Wave 1 plus additional, time-limited, tailored intervention support programmes

Wave2teachingisdesignedtoincreaseratesofprogressandsecurelearningforgroupsofpupilsthatputsthembackoncoursetomeetorexceednationalexpectations.Thisusuallytakestheformofatight,structuredprogrammeofsmall-groupsupport,carefullytargetedanddeliveredbyteachersorteachingassistantswhohavetheskillstohelppupilsachievetheirlearningobjectives.Thiscanoccuroutside(butinadditionto)whole-classlessons,orbebuiltintomainstreamlessonsaspartofguidedwork.Critically,interventionsupportneedstohelppupilsapplytheirlearninginmainstreamlessons.Interventionprogrammesneedtobecloselymonitoredtoensurethattheymeetpupils’needs.Theemphasisisonsupportforpupilswhocangetbacktoachievingage-relatedexpectations.TheoutcomeofWave2interventionisforpupilstobebackontracktomeetnationalexpectationsattheendofthekeystage.


Wave 3 – Wave 1 plus increasingly individualised programmes, based on independent evidence of what works

ExpectationsforWave3teachingaretoaccelerateandmaximiseprogressandminimiseperformancegaps.Thiswillinvolvesupportprovidedbyaspecialistteacher,highlytrainedteachingassistantoracademicmentor.Thissupportforpupilswillbeonetooneorwithverysmallgroups,tosupportpupilstowardstheachievementofveryspecifictargets.

Thewavesmodelprovidesausefultooltosupportefficientcurriculumplanning,inclusiveteachingandpersonalisedapproachestoaddressdiverseneeds.Itprovidesacommonlanguagethatemphasisesacurriculumresponsethatcanreducetheneedforhighlyindividualisedstrategies.

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Introduction

TheGovernment’sdrivetoimprovesecondaryeducationisbaseduponhighexpectationsforallpupilswithappropriatesupportandinterventiontoreduceinequalities.ThisisreinforcedbythefiveaimsofEvery Child Matters(ECM),mostspecificallythateverychildshould:

enjoyandachieve;

achieveeconomicwell-being.

ThevisionforinclusiveschoolsbaseduponhighattainmentwassetoutinAiming high: raising the achievement of minority ethnic pupils(DfES0183/2003)andisbeingimplementedthroughvariousprogrammes,suchasthePrimaryNationalStrategyEALProgramme,theMinorityEthnicAchievementProgramme,theBlackPupils’AchievementProgramme,theBlackChildren’sAchievementProgrammeandtheGypsy,RomaandTravellerAchievementProgramme.ThesecondaryEALprogrammebuildsonthisworkbyhelpingschoolstohighlighttheissuesaffectingtheattainmentofthisgroupofpupils,developarangeofresponsesandembedtheseresponsescoherentlyintotheschool’ssystemsandpractices.

Datashowsamixedpicture.Nationally,bilingualpupilsperformbelowtheleveloftheirEnglishasamothertongue(EMT)peersacrossallregionsandinallcoresubjectsatKeyStage3.

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by English as an additional languageAchievements at Key Stage 3: English at level 5 and above in 2005 for regions,

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Ensuring the attainment of pupils learning English as an additional language: a management guide


Achievements at Key Stage 3: Mathematics at level 5 and above in 2005 for regions,by English as an additional language

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Achievements at Key Stage 3: Science at level 5 and above in 2005 for regions,by English as an additional language

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AtKeyStage4,thepictureislessclear,withbilinguallearnersoutperformingtheirEMTpeersnationallyandinsixregions.

However,thispositionisreversedwhenthemeasureof5A*–CGCSEgradesincludesEnglishandmathematics.

Achievement at Key Stage 4: Five A*–C grades (including English and mathematics) in 2005for regions by English as an additional language

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Achievement at Key Stage 4: Five A*–C grades in 2005 for regions, by English as an additional language

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Althoughitmightseemthatbilinguallearnershaveallbutclosedthegapbothnationallyandinmanyregions,thevariationacrossLAsshowsthatthereisstillmuchtobedone.Nationally,56%ofbilinguallearnersachievedfiveA*–Cgradesin2005(41.2%includingresultsinEnglishandmathematics).However,thisvariedfrom88.2%(76.5%includingresultsinEnglishandmathematics)inoneLAto26.1%(17.4%)inanother.

Bilinguallearnersarenotahomogenousgroup:whenconsideringthemnotonlymustEnglishlanguageacquisitionbetakenintoaccountbutalsoacomplexinterplayoffactorssuchasfirstlanguagedevelopment,culture,ethnicity,previousschoolinghistoryandsocio-economicstatus.

ManypupilsofChineseandIndianbackgroundareperformingwellatanationallevel.OthergroupssuchasPakistaniandBangladeshipupilsareperforminglesswell.TheperformanceofBlackAfricanpupilsvariesfromregiontoregionandBlackAfricanispossiblytoobroadacategory,withtoomanyvariables,tousewithconfidence.Manyethnicandlanguagegroupsaretoosmalltohavetheirowncategoryatanationallevel,butwillformasignificantenoughgroupforindividualschoolsorLAstoregister.

HowtousethisguidanceThisguidanceisintendedtosupportseniorleadersintacklingunderperformancethroughrigorousself-evaluationandtargetedaction,closelyalignedtootheraspectsofschoolimprovement.Themajorareasoffocusfortheguidanceare:

leadershipandmanagement;

makingeffectiveuseofdata;

developingteachingandlearning.

Thisguidanceshouldthereforebeusedinconjunctionwithotherguidancematerialssuchas:

Tracking for success(DfES1545-2005FLR-EN);

Tackling underperformance: a guide for school leaders(DfES0758-2004G);

Unlocking potential: raising ethnic minority attainment at Key Stage 3(DfES0579-2002);

A language in common – assessing English as an additional language(QCA/00/584);

Assessing pupils’ progress in English – a practical guide(DfES1789-2005CDO-EN).

AfulllistofusefulmaterialscanbefoundinappendixA.

Beforeusingtheguidance,seniorleaderswillneedto:

completetheaccompanyingself-evaluationgrid(seeappendixB);

identifypriorities;

agreeatimelinefortacklingthepriorities.

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Thisguidanceisdividedintothefollowingthreesections.

SectionA:Collectingandusingdatatoidentifyandtackleunderperformance

SectionB:Developingteachingandlearning

SectionC:Engagement,supportandintervention

Ineachsection,adviceisprovidedonhowseniorandmiddleleadersmightidentifyprioritiesandimprovesystemsandpractice.

EALandtheschoolimprovementcycleThediagrambelowillustratesaschoolimprovementcycleof:review,plan,implementandmonitorandevaluate.Eachsectionofthisguidanceshowshowtheprocesscanbeusedtoidentifyandtacklecommonpriorityareasandhowthesecanbemonitoredandevaluatedovertime.

Leadership and management

Making effective use of data

Curriculum planning, teaching and learning

Pupil engagement and support

Parent/carer partnerships

Culture and ethos

Review current

provision

Plan

improvements

Monitor and

evaluate

Implement

improvements

Thecyclicalprocessoutlinedisdesignedtoleadschoolsfrommonitoringandevaluatingimpactintoafurtherreviewofsystems,processesandpracticeswhichinturnleadstoplanningandimplementingfurtherimprovements.


SectionA:Collectingandusingdatatoidentifyandtackleunderperformance

Havingusedtheself-evaluationtool,seniorleaderswillhaveaclearerviewof:

whatdatatheschoolcollectsandhowitiscollected;

howthedataiscurrentlyusedatseniorandmiddlemanagementlevels.

Step 1 – Review

Thefirstofthetwoareastobereviewedisthecollectionofdata.Thequestionstobeaskedareasfollows.

Whatdatadowecollectandhowdoesithelpusto:

identifygroupsofpupilswhomightbeunderperforming(based,forexample,onethnicityorfirstlanguagedata);

assesstheindividualneedsofpupilsatclassroomlevel?

Dowecollectthedatasensitivelyandinawaythatensuresitsaccuracy?

ThesecondareaforreviewistheattainmentofBlackandminorityethnic(BME)andbilingualpupilsovertimetoidentifythosewhoarenotmakingtheexpectedprogress.Todothis,thefollowingdatashouldbecollectedandanalysedbysubject,yearandclass:

priorandcurrentattainmentdata;

attendancedata;

otherdataincludingexclusion,rewardandsanctionsdata.

Thefollowingprocesseswillhelptoensureeffectivereviewandanalysisofdata.

Seniorandmiddleleadersto:

establishatimelineforthecollectionandanalysisofdata;

analysethedatabyethnicity,gender,firstlanguageandrefugee/asylumseekerstatusanddecidehowwellBMEandbilingualpupilsaredoingineachyeargroup;

comparethesepupils’performanceinindividualsubjectsandteachinggroupsandidentifyanysignificantdifferences;

sharefeedbackandanalysecollatedevidenceonpupils’progressandattainment.

Middleleadersto:

discussanalysisofresultsandanyfurtherevidenceaboutBMEandbilingualpupils’attainment,forexamplecurriculartargets;

undertakeworksamplingandlessonobservationstoevaluatetheprogressofaselectedcohortofpupils;

collectasampleofBMEorbilingualpupils’viewsontheirownlearningprogressandattainment.

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Step 2 – Plan

Thefollowingactionswillsupportseniorleadersinestablishingaplantotackleanyunderperformanceidentifiedinthereview(above).

Seniorleadersto:

plan,discussandagreewithmiddleleadersacoordinated,whole-schoolapproachtointervention;

coordinateallgroupandindividualpupilcurricularandlanguagetargets;

agreesomekeyelementsoftheinterventionplan,forexampleafocusonaparticulargroupofbilinguallearnersatthesameNationalCurriculumlevelinaparticularsubjectorwherethereisamismatchbetweencognitivedevelopmentandliteracylevels;

ensurethattheinterventionplanisalignedtootherwhole-schoolinitiatives.

Middleleaders(includingEMAcoordinators)to:

reviewcontentandfocusfortargetgroupswithintheirsubject;

planacoordinatedapproachtotheallocationofadditionaladults;

ensurethatschemesofworkprovideanappropriatelevelofcognitivechallengewithappropriatelanguagescaffoldingforbilingualpupils;

supportstaffinrevisinggroupandindividualcurricularandlanguagetargetsintheirsubject.

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Step 3 – Implement

Seniorleadersto:

ensurethatappropriatecontinuingprofessionaldevelopment(CPD)isprovided;

helpsubjectteamsandanyadditionalstafftoworkcollaborativelytoimplementtheagreedactionsfromtheinterventionplan;

prioritisetheimplementationoftheplanduringsubjectmeetingtime;

meettheparents/carersofthetargetedpupilstoexplainthepurposesoftheplanandtoengagethemactivelyinsupportingitsimplementation.

Middleleaders(includingEMAcoordinators)to:

engagesubjectcolleaguesintailoringteachingplanstotheneedsoftargetedBMEandbilingualpupils;

ensurecollaborationbetweencolleagues(includingEMAstaff)inplanningfortargetedBMEandbilingualpupils;

ensurethatdevelopingpracticeisshared;

ensurethatappropriatecurricularandlanguagetargetsareset;

keeppupilgroupingsunderconstantreview;

gatherandshareinformationtomaintainanoverviewofthesupportprovidedforthetargetgroupofpupils.

Havingestablishedtheinterventions,itisessentialthattheyarekeptunderreviewtoensuremaximumandcontinuingimpact.

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Step 4 – Monitor and evaluate

Seniorleadersto:

workwithallappropriatestafftoevaluategroupandpupiltargetstoensurethattheyremainbothrealisticandchallenging;

ensurethatprogressismonitoredatbothclassroomandwhole-schoollevel;

workwithsubjectleaderstomonitortheimplementationoftheplanthroughselectivelessonobservations,worksamplingandpupilinterviews;

arrangereviewmeetingswithmiddleleaderstocollateinformation,discussimpactandagreeadjustmentstotheplan;

consideranyadditionalCPDneedsinthelightofreviewfindings;

sharethefindingsofreviewswithstaff,parents/carersandpupilsasappropriate.

Middleleadersto:

workwithsubjectandadditionalstafftoensurethattargetsarereviewedtermly;

regularlyreviewwithteacherstheprogressofthetargetedpupilsatsubjectlevelandacrossthecurriculum;

reviewplansandschemesofworkthroughlessonobservations,worksamplinganddiscussionswithteachersandpupils;

collectandanalyseattainmentdataregularlytomeasuretheprogressofBMEandbilingualpupils.

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SectionB:Developingteachingandlearning

Thekeytosuccessindevelopingtailoredinterventionformoreadvancedbilinguallearnersisintheextenttowhichmainstreampedagogicalapproachesareappropriatelydevelopedandthelearnersareempoweredtomovetoindependence.EMAandEALspecialistshaveaveryimportantroletoplayindeveloping,sharingandembeddingsuchapproaches,althoughwherethesestaffarenotavailable,collaborationbetweensubjectspecialistswithaccesstoexternaladviceandsupportcanachievethesameoutcomes.

Implicitinthisguidanceistheassumptionthatschoolswillwishtoadoptadevelopmentalapproach,triallingstrategieswithasmallgroupofstaffandatargetedcohortofpupils.SuccessfulstrategieswillthenbedisseminatedusingvariousformsofCPD,particularlythroughpartnershipteachingandcoaching.

KeyprinciplesUnderpinningtheadviceonteachingandlearningarecertainpedagogicalprinciplesdrawnfrommanyyears’researchoneffectivepracticeintheEALfield.

BilingualpupilsatanyleveloffluencyhavearightofaccesstotheNationalCurriculum.

Languagedevelopmentarisesfromanoralandcognitiveinterplaybetweenlanguageandsubject:de-contextualisedlanguageactivitiesarerarelyproductive.

PupilsacquireEnglishfromsocialisingandcollaboratingwithpeersaswellaslearningfromexplicitteaching.

Talkandcollaborationareessentialelementsineffectiveteachingandlearningandindevelopingsecureliteracyskills.

Theaimofgoodteachingforbilingualpupilsistoscaffoldthelearner’sprogresstoindependence.

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Step 1 – Review

Seniorleadersto:

meetwithmiddleleaderstoorganiseareviewof:

bilinguallearners’accesstoanduseofacademiclanguage;

anypossiblemismatchbetweenoralfluencyandwrittenlanguageskills;

opportunitiestouseanddevelophigher-orderthinkingskills;

opportunitiestoreflectuponlearningindividuallyorcollaboratively;

explicitteachingofreadingandwritingskillsindifferentgenres;

teachers’understandingofthedifferencebetweencognitivedevelopmentandlanguagedevelopment;

useofscaffoldingofacademiclanguage.

Middleleadersto:

organiseworksamplingintheirsubjectarea;

conductlessonobservationswithafocusfromthelistabove;

conductpupilinterviewsorsurveysonpupils’learningexperiences.

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Step 2 – Plan

Seniorleadersto:

meetwithmiddleleaderstoagreesubjectandpedagogicalfocifortheintervention;

considerandplanfortheCPDimplicationsofthepedagogicalfoci;

identifyatargetgroupofpupils;

considertheresourceimplicationsfortheplan;

draftatimelineforagreedactions;

considerfuturedisseminationofactionsandoutcomes;

agreedesiredoutcomes.

Middleleadersto:

planforacollaborativeapproachbetweenstaff;

discusswithstaffthepossiblemilestonesonthewaytoachievingthedesiredoutcomes;

considerpossiblechangestoschemesofworkandlessonplanning;

plananychangeofemphasisinresourceallocation.

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Step 3 – Implement

Seniorleadersto:

ensurethatappropriateCPDisavailabletokeystaff;

makeinternalCPDresourcesavailable,forexamplepeerobservationofeffectivepractice;

ensurethattheprogrammeinformsperformancemanagementtargets.

Middleleadersto:

ensurethatdevelopmentsaresharedinthesubjectarea.

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Step 4 – Monitor and evaluate

Seniorleadersto:

agreethemonitoringandevaluationprocesswithmiddleleaders;

ensurethattheprocessesalignwithotherwhole-schoolsystemssuchasperformancemanagementanddepartmentalreview;

carryoutwithmiddleleadersjointdatareviews,lessonobservations,worksamplingandpupilinterviewsinordertomoderatejudgements;

sharetheresultsoftheevaluationwithallappropriatestakeholders.

Middleleadersto:

carryouttheagreedmonitoringprocessesandgivefeedbacktostaff;

discusslearningprogresswithtargetedpupilsandgivefeedbacktorelevantstaff.

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SectionC:Engagement,supportandintervention

Whilethemajorfocusofthisguidanceisontheuseofdatatoidentify,targetandtrackpupils’performancealongsidethedevelopmentofanappropriatepedagogy,therearemanyotherfactorsthatcontributetopupils’achievementandsomeofthesearecoveredinthissection.

EngagementreferstothewayinwhichBMEandbilingualpupilsandtheirparents/carersaremadetofeelpartoftheschool.Thiscouldbethrough:

activeinvolvementinlearning;

encouragementtoparticipateinthelifeoftheschool,forexamplethroughteamactivitiesorotherevents;

beingaskedtheirviews;

beinginvolvedinthedevelopmentandoperationofsystemsandpolicies;

seeingtheirlives,languagesandexperiencesreflectedinallaspectsoftheschool,fromthecorridorandclassroomdisplaystothecurriculumcontent;

celebratingdifferentformsofachievement,suchassuccessincommunitylanguageexaminations;

realpartnershipwithcommunityorganisations,suchascomplementaryschools.

Itisrecommendedthatseniorleadersprioritiseeachoftheseaspectsoveraperiodoftimeforactionintheschoolimprovementplan.Someaspects,suchasthecontentofdisplays,arerelativelyeasytoreviewandactupon;others,suchaspartnershipswiththecommunity,takelongertodevelopinameaningfulway.

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SupportisthewayinwhichtheschoolrecognisesthedifferentneedsofBMEandbilingualpupilsandtheirparents/carersandprovidesadditionalinputtoallowequalityofaccess.Thiscouldbethrough:

useofdifferentformsofmeeting,orinterpreterstoencourageparticipation;

variationordifferentiationofthecurriculum;

useofstaffsuchasbilingualclassroomassistantstoenableenhancedaccesstothecurriculum;

availabilityofresourcessuchasbilingualdictionaries;

clearpolicyforsupportforbilingualpupilsinexaminations;See QCA KS3 assessment and reporting arrangements 2006, access arrangements, section 15 available from http://www.qca.org.uk/eara/files/ks3ara06.pdf’

clearproceduresfortheadmissionofpupilsoutsidenormaltransfertimes,includingawelcominginductionprocessandformsofsocialandacademicsupportsuchasclassbuddies.

Thesearetasksforseniorandmiddleleadersinthatbothpolicyandoperationalissuesareinvolved.Forexample,seniorleaderswillneedtoanalysethedataonattendanceatparents’meetingsanddeveloppolicyguidelines,whilemiddleleaderswillneedtodeveloptheoperationalaspectssuchashowtobookandorganisetheworkofinterpreters.

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Interventionistheactivetargetingofapupilorgroupofpupilsatriskofunderachievement.ThiswouldbeWave3tailoredsupportandcouldtaketheformof:

targetedteachingindifferentgroupings;

targetedsupportathomeworkorstudysupportsessions;

mentoringand/oracademictutoringforvulnerablepupilssuchasrefugeesandasylumseekers.

Whiletheactualtargetingofindividualpupilswillbeorganisedbymiddleleaders,seniorleadersneedtodevelopclearpolicyguidelinesonhowandwheninterventionstrategiesareused.Therewillalsoneedtobecarefulevaluationoftheimpactofsuchstrategieswitharegularreviewofhowsuchresourcesareallocated.Inthecaseofwhatcanbearelativelylargeresource,suchasEMAGfunding,itisimperativethatseniorleadersensurethatanyinterventionsareaddingvaluetopupils’learning.

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AppendixA:UsefulresourcesAccess and engagement in artDfES0662/2002www.standards.dfes.gov.uk/keystage3/respub/fs_art_eal

Access and engagement in design and technologyDfES0663/2002www.standards.dfes.gov.uk/keystage3/respub/fs_dt_eal

Access and engagement in English DfES0609/2002www.standards.dfes.gov.uk/keystage3/respub/en_eal

Access and engagement in geography DfES0657/2002www.standards.dfes.gov.uk/keystage3/respub/fs_ge_eal

Access and engagement in history DfES0656/2002www.standards.dfes.gov.uk/keystage3/respub/fs_hi_eal

Access and engagement in ICTDfES0611/2002www.standards.dfes.gov.uk/keystage3/downloads/ict_eal1061102.pdf

Access and engagement in mathematicsDfES0251/2002www.standards.dfes.gov.uk/keystage3/downloads/ma_eal.pdf

Access and engagement in musicDfES0661/2002www.standards.dfes.gov.uk/keystage3/respub/fs_mu_eal/

Access and engagement in physical educationDfES0659/2002www.standards.dfes.gov.uk/keystage3/respub/fs_pe_eal

Access and engagement in REDfES0658/2002www.standards.dfes.gov.uk/keystage3/respub/fs_mu_eal

Access and engagement in science DfES0610/2002www.standards.dfes.gov.uk/keystage3/respub/sc_eal

Aiming high: raising the achievement of minority ethnic pupilsDfES0183/2003

Aiming high: supporting effective use of EMAGDfES0283-2004www.standards.dfes.gov.uk/ethnicminorities/links_and_publications/supportingemag/

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Assessing pupils’ progress in English – a practical guideDfES1789-2005CDO-ENwww.standards.dfes.gov.uk/keystage3/respub/ass_eng/

The assessment of pupils learning English as an additional languagewww.standards.dfes.gov.uk/keystage3/downloads/en_assess_eal.pdf

Grammar for writing – supporting pupils learning EALDfES0581/2002www.standards.dfes.gov.uk/keystage3/respub/eal_grammar

A language in common – assessing English as an additional language QCA/00/584www.qca.org.uk/3359.html

Literacy across the curriculumDfES0235/2001www.standards.dfes.gov.uk/keystage3/respub/lit_xc

Literacy and learning DfES0651-2004Gwww.standards.dfes.gov.uk/keystage3/respub/ws_lal

Marking progresswww.standards.dfes.gov.uk/ethnicminorities/resources/markingprogress.pdf

More advanced learners of English as an additional language in secondary schools and collegesOfsted,HMI1102www.ofsted.gov.uk/publications/index.cfm?fuseaction=pubs.summary&id=3229

Pedagogy and practice: teaching and learning in secondary schoolsDfES0423–0444/2004DfES0445-2004and0446-2004(DVDs)www.standards.dfes.gov.uk/keystage3/respub/sec_pptl0

Sustaining improvement: a suite of modules on coaching, running networks and building capacityDfES0565/2003www.standards.dfes.gov.uk/keystage3/respub/ks3sustainimprove

Tackling underperformance: a guide for school leadersDfES0758-2004Gwww.standards.dfes.gov.uk/ts/docs/tu.pdf

Targeting for success: raising the attainment of minority ethnic pupils and pupils learning English as an additional languageDfES0763-2003

Tracking for success DfES1545-2005FLR-ENwww.standards.dfes.gov.uk/keystage3/downloads/sns0506launch154505track.pdf

Unlocking potential – raising ethnic minority attainment at Key Stage 3DfES0579-2002www.standards.dfes.gov.uk/keystage3/respub/em_unlockingpotential

AppendixB:Schoolself-evaluation

Theattachedtableisatooldesignedtosupportschoolself-evaluationandisreferencedtotheSecondarySelfEvaluationForm(SEF),OfstedMay2006,availableatwww.ofsted.gov.uk.

The‘Aspect’headingsareorganisedinsuchawaythattheyreflectthethreemainsectionsofthisguidance:

A:Collectingandusingdatatoidentifyandtackleunderperformance(Self-evaluationtool,AspectA2)

B:Developingteachingandlearning(AspectB)

C:Engagement,supportandintervention(AspectsC1–C4).

Thereisanadditionalaspect–A1–coveringtheleadershipandmanagementresponsibilitiesthatareathreadthroughallthreesections.

Inthetablethecolumnheaded‘SEF’isthereferencetotherelevantpartorsectionintheself-evaluationform.Ifthereferenceisplacedalongsidethe‘Aspect’heading,itreferstoalltheaspectsinthatsection.Wherethereisareferencealongsideasinglenumberedaspect,thatreferenceisinadditiontothe‘Aspect’heading.

Theboxesheaded‘Notyetinplace’,‘Developing’,and‘Wellestablished’aredesignedsothatyoumightmakeajudgementonyourschool’sprogressagainstthevariousaspectsthatcontributetotheachievementofmoreadvancedlearnersofEALandconsiderwhatyoumightneedtodotomakefurtherprogress.

Yourjudgementsshouldbesupportedbyevidencethatcanbeinsertedattheappropriateplacesinthegridandcopiedandpastedasrequiredintoyourschool’sSEF.

20 00011-2007BKT-EN Ensuring the attainment of pupils learning English as an additional language: a management guide©Crowncopyright2007 Secondary National Strategy


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ove

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22 00011-2007BKT-EN Ensuring the attainment of pupils learning English as an additional language: a management guide©Crowncopyright2007 Secondary National Strategy


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upils

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Asp

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27.A

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8

31.T

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24


2�

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ities

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sfo

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pils

iden

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at

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to

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Asp

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hes

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ates

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ents

/car

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ofB

ME

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ing

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rmat

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ings

,wor

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acks

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tC

6–7

36.T

hes

choo

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ages

the

par

ents

/car

ers

of

BM

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upils

by

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ely

seek

ing

thei

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chin

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ents

/car

ers

less

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ent

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peak

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Eng

lish

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ors

and

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ters

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eted

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and

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ider

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E

and

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mun

ities

,e.g

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ious

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atio

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ocal

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ses


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ence

of

pra

ctic

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4:E

ngag

emen

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upp

ort

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rven

tio

n:

cult

ure

and

eth

os

4b–c

,P

art

C

6–8

Not

yet

inp

lace

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elop

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Wel

lest

ablis

hed

39.T

hes

choo

lact

ivel

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pres

enta

tion

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ME

and

bilin

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ities

at

all

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lso

fnon

-tea

chin

gan

dte

achi

ngs

taff

40.C

lass

room

and

cor

ridor

dis

play

spo

sitiv

ely

refle

ctt

hela

ngua

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erie

nces

and

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itage

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BM

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ndb

ilingu

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upils

41.T

hes

choo

lens

ures

tha

tal

lpup

ilsa

rea

war

eof

the

rac

eeq

ualit

ypo

licy

and

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rro

lein

en

surin

gth

atit

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ks

42.B

ME

and

bilin

gual

pup

ilsa

rer

epre

sent

ed

ina

llas

pect

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sch

ooll

ife,e

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ted

initi

ativ

es

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