A2EALPolicy 1 Version:Jan‘16

PolicyonTeachingPupils

WithEnglishasanAdditionalLanguage(EAL)

Dateofpublication: August2015

Dateofnextreview: August2016

DateratifiedbyHamptonPre-PrepandPrepCommittee: January2016

Reasonforreview: Annual

A2EALPolicy 2 Version:Jan‘16

ThispolicyisforallpupilsatHamptonPre-PrepandPrepSchool,thereforeincludestheEarlyYearsFoundationStage(KindergartenandReception),Pre-PrepandPrepDepartments.DefinitionThispolicy isconcernedwithbilingual learnerswhohaveahome language (definition: thefirstlanguagespokenathome)otherthanEnglishandwhoareintheprocessoflearningtouse English as an additional language for educational purposes. Pupils identified as EALremainontheEALregisterthroughouttheirtimeatHamptonPre-PrepandPrepSchool.RationaleTheSchooliscommittedtomakingappropriateprovisionforteachingandlearningforpupilsforwhomEnglishisanadditionallanguage.TheSchoolwillidentifyindividualpupils’needs,recognisetheskillstheybringtoschoolandensureequalityofaccesstothecurriculumandotheractivities.AllteachersparticipateintheteachingofEnglishaswellasintheteachingoftheirownsubjectarea,andthusshareresponsibilityforlanguagedevelopmentofEALpupils.HavingahomelanguageotherthanEnglishisnotconsideredalearningdifficulty,buttheSchoolrecognisesthatachildwhohasEALmayalsohavealearningdifficultyordisability,whichcallsforspecialeducationalprovisiontobemadeforhimorherneeds.LackofEnglishisnotequatedwithlackofknowledge,skillsorunderstanding.

AdmissionsPolicyEALapplicants are subject to the sameadmissionsprocedures asother applicants. ThosewithEALneeds identifiedontheapplicationformorbytheircurrentschoolmaybemadeknowntotheSchoolinadvance.ThetwomainpointsofentrytoHamptonPre-PrepandPrepareat3+(Kindergarten)and7+(Year3).PupilsseekingfillerplacesintoKindergartentoYear2alwaysmeettheHeadofPre-Prepand/orHeadofLearningSupport(Pre-Prep)priortoentry. PupilsinYear3toYear6seeking places are required to take assessment papers in English, Mathematics andReasoning. TheyalsomeetwiththeHeadmasterand/orDeputyHeadAcademic; this is togauge the levels at which the child is working and to diagnosewhether extra support orreference to the Head of Learning Support (Prep) is necessary. Please refer to theAdmissionsPolicyforgreaterdetail.Aims:WeaimtoensurethatpupilswhohaveEnglishasanadditionallanguagewill:

• UseEnglishconfidentlyandcompetently;• UseEnglishasameansoflearningacrossthecurriculum;• Buildonknowledgethattheyalreadyhaveofotherlanguagesandcultures.

Ouraimswillbeachievedby:

• ProvidingawelcomingethosinSchoolandasafeclassroomenvironment;• Recognising the importance of the role of parents and the need to communicate

withparentsintheirmothertonguewhereappropriateandpossible;• Valuingthefirst languagebyprovidingarangeofnotices,posters, labelsanddual

languagetextsinthefirstlanguagewhereappropriate;• Providing appropriate cultural resourceswhere possible and celebrating language

andculturaldifferences;• Ensuringthattasksarewellsupportedbyconcreteandvisualmaterials,especially

forpupilsintheearlierstagesofEnglishacquisition;

A2EALPolicy 3 Version:Jan‘16

• Differentiationintheplanningoflessons;• Staffbeingaware:

o that although pupils become conversationally fluent in two years it maytakeseveralmoreyearsforthemtobecomefluentwriters;

o thatEALpupils learnmostefficientlyworking incollaborativegroupswithableandfluentEnglishspeakers;

• ProvidingrelevantproceduresforassessmentandplacementonEALStages1–4(SeeAppendix1:EALStagesandSupportStrategiesforDevelopingBilinguals)

• Measuring/monitoringtheacquisitionofEnglishasanadditionallanguagevia:o YearlyprogresstestsfromYear1upwards;o Monitoringpupils’EALProgrammehalf-termly;

• Makingstaffawarethroughthepupil’sEALProgrammeandtheEALRegister;• Monitoring progress of EAL pupils in a structured system in conjunctionwith the

oneof theHeadsof Learning Support (PreporPre-Prepdependingon the child’sdepartment)andFormTeachers;

• ProvidingadditionallearningsupportforEALoutsideofnormallessontimeswhereappropriate;

• Providingappropriatefundingforresourcesandtrainingofstaff.EYFSEYFSprinciple:UniqueChild–Inclusion&Well-beingOutcome:EnjoyingandAchievingEYFSSection1-LearningandDevelopmentstatesthat‘Forchildrenwhosehomelanguageisnot English, providersmust take reasonable steps toprovideopportunities for children todevelop and use their home language in play and learning, supporting their languagedevelopmentathome’and,furthermore,wemust‘alsoensurethatchildrenhavesufficientopportunities to learn and reach a good standard in English language during the EYFS,ensuringchildrenarereadytobenefitfromtheopportunitiesavailabletothemwhentheybeginYear. Whenassessingcommunication, languageand literacyskill,practitionersmustassesschildren’sskillsinEnglish.IfachilddoesnothaveastronggraspofEnglishlanguage,practitionersmustexplorethechild’sskillsinthehomelanguagewithparentsand/orcarers,toestablishwhetherthereisacauseforconcernaboutlanguagedelay.’FurthersupportSupportmaybesortfromexternalagencies.IntheEYFS,furtherassistancecanbesortfromtheEarlyYearsConsultantswithinLBRuT.ResourcesAppropriate resources for using with younger children can be borrowed from WindhamNurserythroughtheirloansscheme.TheNationalStrategiesGuidance,“SupportingchildrenlearningEnglishasanAdditionalLanguage”isusedasappropriate.Booksinduallanguagesareavailablefrom:Mantra02084455123LetterboxLibrary02072261633TamarindBooks02088668808

A2EALPolicy 4 Version:Jan‘16

EALRegisterA register is keptofpupilswhohaveEnglishasanadditional languageand this isheldonSIMS. TheHeadsof LearningSupport (PrepandPre-Prep) keep files foreachdepartmentandwilloffersupportasnecessaryandappropriate.This policy should be read in conjunction with the School’s Admission Policy and theLearningSupportPolicy.

A2EALPolicy 5 Version:Jan‘16

Appendicesinclude:

1.EALStagesandSupportStrategiesforDevelopingBilinguals Page62.QCAEALDescriptorsforNCLevel2 Page8

A2EALPolicy 6 Version:Jan‘16

Appendix1EALStagesandSupportStrategiesforDevelopingBilinguals(basedonDFESDescriptors) Note:FormandSubjectTeachersshouldconsultwithoneoftheHeadsofLearningSupportiftheyneedassistanceimplementingthestrategiessuggestedbelow.Stage1–Beginners/Post-BeginnersBeginnersofEnglishoftengothroughwhatiscalleda‘silentperiod’.Atthisstage,theyarelackinginconfidenceanddonotproducemuchEnglish,buttheyareabsorbingandlearningallthetime.Thisperiodcanlastupto6months.TaskswillneedtobedifferentiatedsothattheirunderstandingcanbeassessedratherthantheirlevelofEnglish.Strategies:

• Pupilsmustbeincludedinlessonsandactivitiesasmuchaspossible;• Theymust be given theopportunity to be active listeners and to followexamples

frompeers;• Provideannotateddiagrams;• Trytoensurethatthereisacommonstartingpointatthebeginningofatopicand

makethisasvisualaspossible(e.g.diagrams,pictures,objects,DVDsetc.);• Writehomeworkinstructionsontheboardandatthesametimegivethemverbally;• Tomeasureunderstanding,allowthemtochooseananswerorwriteasingleword

down;• Suggestpupilsdraftideasandplansintheirfirstlanguage;• Encouragetheuseofanindexedglossarybookwherekeywordsandphrasescanbe

entered–withanexampleofuseincontextwhereappropriate.

Stage2PupilsatthisstageareconfidentspeakersofEnglish,althoughtheymaymakegrammaticalmistakes,especially inunfamiliarcontexts. It ispossiblethattheymaynotknowcommonwordsoutsideaschoolsetting.Theywillhavemoreconfidenceandabilitytoparticipateinclassdiscussionsandgroupwork.Inreadingtheywillbeabletodecodereasonablywellandwillbebeginningtoacquirewritingskills.Strategies:

• Studentsmayneedsupportwithreadingand fullyunderstandinga text–providewordlists,summaries,abridgedversions,listeningbooks;

• Useplentyofvisuals:charts,diagrams,semanticwebs,DVDs,etc;• Use writing frames to help with structure of writing tasks supported with key

subject vocabulary, especially in subjects which use complex language and ideassuchasGeography,Scienceetc;

• Providetables/flowcharts/timelinesonwhichthepupilscanrecordinformationinanorganisedform;

• When asking questions allow time for the pupil to choose the right linguisticstructures to express themselves - return to the pupil when s/he has had the

A2EALPolicy 7 Version:Jan‘16

chance to construct and practise the answer - discreetly rephrase grammaticalerrorsaspartofyourresponse;

• Encourage pupils to model language by repeating instructions for a partner tofollow–particularlyinScienceinvestigations;

• Alwaysprovidewritten/simplifiedinstructionsinadditiontoverbalinstructions;• EncouragepupilstostarttoplananddrafttheirideasinEnglish;• Continueuseofanindexedglossarybookinwhichkeysubjectwordsandphrases

canbeentered;• Providesuitableexemplars.

Stage3Atthisstage,pupilswillappeartobenativeEnglishspeakersonthesurfaceandmostwillhavebeenbornintheUK.Theywillspeakonaparwiththeirmonolingualpeersandwillbeconfidentintheiroralcommunicationsinmostsituations. Reading/decodingwillbeeasierandmostbasic textswill beunderstoodbut theymaynotbe able to scanand skim textsefficientlywithease.Pupilswillneedsupporttoreadfordeeper/underlyingmeaningandtounderstandtextsinwhichgrammaticalstructuresareparticularlycomplex.Theremaybeasignificant difference between a pupil’s oral performance in class and their writtenwork.Often,writtenworkwillbeshort,lackingdetailanddisorganisedwithouttheexpectedrangeoftechnicalvocabularyorsubjectspecificlanguagefeatures.Strategies:

• Highlight, readanddiscussareasof text thathavedifficultgrammatical structures,deepermeaning;

• Useabuddywithgoodlanguageabilitytodiscussthetext;• Useplentyofvisualmaterial–charts,diagrams,semanticwebs,DVDs;• ProvidelisteningbookstofollowEnglishtextsifpossible;• Usemoresophisticatedwritingframestosupportwrittenwork;• Givealistofthetechnicalvocabularyandspecificlanguagefeaturesrequiredforany

specifictopic;• Provideanexemplarasawrittenmodel;• Encourage the use of computers for written work to make redrafting/correcting

workeasier;• Askthestudenttoreadandhighlightkeypointsintextfornotemaking.

Stage4Stage4pupilsareveryconfidentspeakers,readersandwritersofEnglishandforthemostpart,no longerqualifyforEALsupport. Theywillbe independent learnersandwillusuallynot experience problems that are any different from their monolingual peers. However,they may sometimes have difficulty with colloquial phrases and sayings (also known as‘nuances’,e.g.“pullyoursocksup!”)andmaynotunderstandculturalreferences.Inadditiontheremaybesomeresidualissueswithwriting.Strategies

• Developawarenessofinferenceandnuances;• Refertoanddiscussculturalreferences;

A2EALPolicy 8 Version:Jan‘16

Appendix2:QCAEALDescriptorsforNCLevel25.1 Vocabulary: rapidly developing vocabulary, is able to select vocabulary to express arangeoffeelings,todescribeactivities,etc.butsometimesstrugglestofindtherightword.5.2 Instructions/Input: can follow teacher input, stories, sequences and instructions butoccasionally misunderstands uncommon words, nuances, more formal English, somecolloquialism,puns,etc.5.3Structures(complexsentences):canusesubordinateclauses(who,which,that,etc.)andanumberoftensesbutasmalleramountthancanbeexpectedfortheage.5.4 Communication: can communicate with ease, but will occasionally misunderstandothers.5.5Stories:canre-tellstoryalthoughmayusesimplervocabularythanoriginal.5.6Reading:canreadsimpletextsaccuratelyandwithunderstanding;expressesideasaboutmajoreventsorideasinstories,poemsandnon-fiction.5.7Writing: can produce independently different types of writing, but with some errors,omissions and limitations being seen. Writing communicates meaning, using appropriateandinterestingvocabulary,andshowingsomeawarenessofthereader.Ideasaredevelopedinasequenceofsentences.