Supporting pupils with EAL - babcock- · PDF fileSupporting pupils with EAL INSIDE: ... we know that providing effective support for pupils with English as an ... (Where do we start?

Supporting pupils with EAL

INSIDE:• Improving the

writing of pupils with EAL

• Supporting pupils’ vocabulary development

• 5 strategic priorities for an EAL leader

• Supporting pupils with EAL to access the curriculum…

…and more

for School

Leaders

Contents

4 Assessing and supporting with EAL

5 Five strategic priorities for an EAL leader

6 - 7 Supporting pupils with EAL to access the curriculum

8 - 9 Improving the writing of pupils with EAL: strategies

10 - 11 Supporting vocabulary development for pupils with EAL and/or SEN

The Key’s CPD Toolkit provides everything you need to run high-impact, in-school training for teachers, leaders and support staff.

Together with leading organisations and experts, we’ve created ready-to-deliver modules covering topics including assessment, behaviour management and middle leadership.

Download free, sample resources at www.thekeysupport.com/cpd

Pupils with EAL: support, engage, empower

Do children with EAL flourish academically and socially at your school?

This module will help you support this diverse group of pupils, by helping your staff to:

• Confidently assess pupils’ stages of language acquisition

• Equip themselves with practical, evidence-basedstrategies to support children with EAL at every stageof language acquisition

• Gain a deeper understanding of social and emotionalfactors that affect pupils’ learning

Find out more at www.thekeysupport.com/cpd

PartnerBabcock Education enables schools and academies to achieve their vision, develop sustainable capacity and improve outcomes for all children and young people, including the most vulnerable and disadvantaged. As the UK’s largest integrated education support services provider, Babcock helps over 1,500 schools with leadership & governance, teaching & learning, safeguarding, SEND, prevention & early help and a range of business support services including HR, finance & ICT.

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The Key for School Leaders Supporting pupils with EAL

Introduction

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Ready to join?Membership starts at just £45 per month. Join The Key for School Leaders quoting SE17 before 31 October and we’ll offer you Compliance Tracker (www.thekeysupport.com/compliance) and Safeguarding Training Centre (www.thekeysupport.com/safeguarding) for free. Contact us on 0800 464 0918 or [email protected]

At The Key, we know that providing effective support for pupils with English as an additional language (EAL) is a challenge for many schools. Our State of Education survey found that 56% of school leaders do not think that the current school system supports them to provide the best outcomes for these pupils.

In this booklet, you’ll find resources that are designed to help you do just that.

We’ve pulled together advice from Babcock Education on assessing and supporting pupils with EAL (p.4), and guidance from one of our associate education experts on strategic priorities for EAL leadership (p.5). You will also find strategies for teaching and improving the writing of pupils with EAL, including examples of guided writing activities and assessment methods (p.8-9).

We also know that vocabulary development is vital in raising the attainment of pupils with EAL, and those with special educational needs (SEN). To help you to support vocabulary development, our booklet includes examples of teaching and learning techniques suggested by two of our experts in EAL and SEN provision (p.10-11).

Confidently support pupils with EAL with our CPD Toolkit

Use CPD Toolkit from The Key to ensure that you and your colleagues can support, engage and empower pupils with EAL.

Our multi-session module is ready for you to deliver in-school, and is designed to help you understand the complexity of identifying and providing for pupils with EAL, support new arrivals and maximise pupil progress.

Confidently deliver CPD in-house with presentation slides, videos and handouts, and detailed facilitator briefing notes that provide guidance on how to deliver each session.

Find out more at www.thekeysupport.com/cpd

We hope that these articles and tools will support you in enabling all pupils in your school to achieve their full potential.

Adam MedlycottSpecialist Researcher, The Key

Contributing experts

Anita Devi is an education consultant and trainer who specialises in SEN and the use of technology to support learning. She is a member of nasen’s national advisory board, and one of the founder members of British Assistive Technology Association (BATA).

Diane Leedham is an education consultant. She has been a local authority lead for EAL and the head of department at a secondary school.

Charlotte Raby is an education consultant, teacher and writer. Her extensive experience includes teaching literacy, training teachers on Assessment for Learning, and working with pupils with SEN.

Kate O’Neill is Babcock Education’s EMTAS and EAL Advisory Teacher.


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Kate O’Neill, Babcock Education’s EMTAS and EAL Advisory Teacher, offers guidance on assessing and supporting pupils with EAL.

What is EAL?

The DfE’s definition of a pupil’s first language is described as any language other than English that a child was exposed to during early development and continues to be exposed to in the home or community. If a child was exposed to more than one language (which may include English) during early development, a language other than English should be recorded (on the census), irrespective of the child’s proficiency in English.

This includes:• Newly arrived pupils whose first language is not English

• Pupils who have lived in the UK for a long time and may appear to

be fluent, but who also use another language at home.

• Pupils who were born in the UK, but for whom the home language

is not English

• Simultaneous bilinguals (those learning 2+ languages from birth)

If parents write on their child’s admission form that the child speaks English as a first language, when it is clear that one or both of these parents is a speaker of another language, the child is very likely in fact to have EAL, and it will be necessary to check this.

Assessment and support

As well as assessing EAL learners within the curriculum, teachers need to monitor progress in EAL and set appropriate language learning targets.

Since October 2016, schools have been required to enter EAL proficiency levels on the school census. This is good news, as using an EAL assessment framework can:

• Provide more accurate national data, giving us a more realisticmeasure of how much support schools need

• Guide teachers to focus also on the development of the languagepupils need to access the curriculum

• Provide teachers with a baseline and assist with monitoring pupilprogress

Teachers should select the “best fit”. However, the descriptors of each level are quite limited; they don’t consider levels across the main language skills (reading, writing, comprehension, speaking), or the pupil’s age and background, or identify the next steps in learning.

Teachers should be using assessment frameworks to help measure a range of aspects of language proficiency relevant to the needs of our pupils with EAL. An effective assessment framework supports:

• Appropriate target setting• Tracking and monitoring of progress• Identification of strengths as well as needs• Putting effective inclusive strategies in place• Making links with curriculum• Distinguishing language needs from conceptual/content issues• Orientation (Where do we start? What are we aiming for?)

View the full article on Babcock’s website

Complete with information on home language assessment

and the use of interpreters and bilingual support.

Visit: key.sc/babcock_resources to find out more.

• Support more advanced EAL learners who are not yet fluent toreach their potential. The DfE has advised that teachers continueassessing EAL proficiency until a pupil is fluent. This means thatthose pupils who may plateau at level C could perform evenbetter given the right kind of support. Ofsted has stated that “Theprogress and attainment of all EAL pupils, including those whoare advanced bilingual learners, should be closely monitored sothey are doing as well as they can.”

There are 5 national EAL proficiency levels divided into 5 sections:


Assessing & supporting EAL pupils

New to English Competent Fluent

Early acquisition

Developing Competence


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1. Profile individual EAL learners andunderstand their context

The Guiding Principles of EAL Assessment (see further reading) gives a succinct, research-informed overview of the confidential contextual information which supports planning and provision for each EAL learner, such as their prior education and first language proficiency and literacy. Parents may also have information about special education needs or disability concerns or previous support, which should then be discussed with the special educational needs co-ordinator.

The EAL lead should have the overview of all profile information, some of which may be highly sensitive, and manage what is shared with teachers and other professionals.

You should make a clear distinction between the confidential profile information you collect to support best provision for an individual learner in your setting and the data returned to DfE via the school census. Parents should always be told the purposes and destinations of the personal details collected from them and their right to withhold or disclose information.

2. Set up and sustain EAL proficiencyassessment and tracking

The DfE requires an annual return of proficiency codes for EAL learners on an A-E scale via the school census January collection. However, the descriptors provided by the DfE are very broad and you will need to select a more detailed model for proficiency tracking and target setting in school.

It is wise to consider a language performance portfolio in different contexts, including first language proficiency and literacy, and avoid a single test approach in order to:

• Establish a baseline assessment for a new arrival• Revisit a proficiency code given by another setting• Update a learner’s proficiency code for the January data

When EAL learners fail to make necessary progress, this is often linked to a complex intersection of factors such as first language, ethnicity and social context, but lack of proficiency in English is the most significant risk factor for EAL outcomes. Children with EAL will need to make accelerated progress in both English proficiency and curriculum learning in order to catch up with their peers.

3. Manage EAL provision including proficiencytargets, in-class support, interventions

The best context to acquire both curriculum knowledge and subject-specific language is in a mainstream lesson, and EAL learners should always be placed in the highest ability set possible. However, new arrivals may need a curriculum-focused induction period and intensive language support in the early stages, while any proficiency group may benefit from additional in-class interventions and/or booster classes with a specific language focus to support their curriculum learning.

4. Work with teachers to develop their EALpedagogy and language-aware teaching

Classroom and subject teachers have the most significant impact on pupil outcomes via their subject-specific use of EAL teaching and learning strategies. Although translation and first language use may be supportive in some contexts, it’s vital to prioritise new curriculum learning and the development of appropriate subject-specific language in English. EAL pedagogy should provide access to curriculum knowledge, cognitive challenge (whatever the proficiency) and language development.

5. Support multilingualism, inclusion andparental/community engagement

Simultaneous bilingualism is the best cognitive outcome for any EAL learner. It’s important for schools to encourage EAL learners to sustain and develop their L1 proficiency, for example through bilingual book clubs, multilingual creativity or involvement in a first language supplementary school. You should also monitor the participation of EAL learners in school clubs and activities, and encourage integration and enrichment through shared interests.

Diane Leedham, an education consultant and former local authority lead for EAL, offers guidance on EAL leadership.

Five strategic priorities for EAL leadership

Further readingThe Guiding Principles of EAL Assessment https://www.educ.cam.ac.uk/centres/networks/cricle/documents/Guiding%20Principles%20of%20EAL%20Assessment.pdf

EAL Nexushttps://eal.britishcouncil.org

Collaborative Learninghttp://www.collaborativelearning.org

https://eal.britishcouncil.org

http://www.collaborativelearning.org


http://www.educ.cam.ac.uk/centres/networks/cricle/documents/Guiding%20Principles%20of%20EAL%20Assessment.pdf



Supporting pupils with EAL to access the curriculum

This booklet features

a selection of articles

we’ve written in

response to school

leaders’ questions.

Thousands of up-

to-date articles are

currently available

online on www.

thekeysupport.com/sl

Getting to know pupils’ needs

Diane Leedham previously a local authority lead for EAL, said that pupils with EAL will have a wide variety of needs, and will have strengths and weaknesses in different skills.

She recommended having an initial meeting with the parents of a pupil with EAL, using an interpreter if necessary. This is important to understand the pupil’s starting point and context, and to get to know him/her as an individual.

The school should try to find out about the pupil’s:

• Personality – for example, whether he/she isnormally shy or outspoken

• Proficiency in his/her native language, and whether he/she has any issues with articulation or fluency

• Educational background, including whether he/shehas attended school before and whether he/she mayhave an existing special educational need (SEN)

• Experience of language at home, including howproficient the pupil’s parents are in English

She said that such factors will help the school identify the skills that the pupil needs to develop in order to effectively access the curriculum. She added that pupils’ needs will also be informed by the demands of the curriculum.

Organising the classroom

Diane recommended seating new learners who have EAL with the most fluent English speakers in the class.

We relay advice from two of our associate experts, Diane Leedham and Charlotte Raby, on teaching pupils with little or no English.

However, she cautioned against seating all pupils with EAL together, as this will not help develop their English language skills. She said that support from another EAL learner with the same first language can be useful to a new pupil with little or no English, particularly where the other pupil has a much higher fluency in English.

She also recommended using teaching assistants (TAs) and support staff to work with pupils who have very low levels of English. However, these TAs should have the appropriate training to help them effectively support pupils with EAL.

Differentiating activities

Diane said that, in her opinion, it is important to adapt whole-class activities to individual pupils.

Class teachers must ensure that they are maintaining a high level of cognitive challenge while also allowing pupils to access the same content as the rest of the class.

She said teachers could allow pupils to express their learning in a different way, for example by using:

• Visual cues

• Gap-fill exercises

• Sentence frames

• Word cards

She said that many of the techniques aimed at teaching EAL learners can also be beneficial to pupils who do not have EAL, particularly in a primary school setting where all children are learning literacy and language.

She added that allowing pupils to express some ideas in their first language can help motivate pupils and move learning forward.

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Using targeted interventions

Diane told us that EAL learners should be integrated into whole-class teaching sessions as much as possible.

However, she said there will be times when pupils will benefit from a more focused language intervention away from the rest of the class. For example, a small group session might prepare vocabulary and context that is needed for the main lesson.

She advised schools to plan interventions carefully so that pupils are not missing out on other learning experiences.

Music, art and physical education (PE), for example, are good social and language-learning opportunities and should not be missed.

Periods for extended silent reading or writing activities, however, may be a good chance to work on pupils’ language targets away from the rest of the class.

Phonics and reading lessons

Charlotte Raby, one of our experts who has extensive experience of teaching literacy, suggested that pupils who cannot read or speak English could

be put on a ‘learn to read’ scheme to teach them core reading skills. In her view, these pupils should not be taught literacy until they can read.

Charlotte suggested that, instead, while other pupils have literacy lesso ns, the pupils with EAL could be placed in phonics/reading lessons to teach them how to decode words and understand books suitable for their reading level. These lessons should instruct pupils about:

• Word comprehension

• Basic sentence construction

• Inferential comprehension

Charlotte said that pupils would then be able to access the literacy curriculum once they are able to read using a simple phonic code.

Find more on our websiteThis resource with links to further reading and specific examples, is

available on www.thekeysupport.com/sl. Members of The Key for

School Leaders can find the article quickly by entering ‘Supporting

pupils with EAL to access the curriculum’ into the website search tool.

Supporting pupils with EAL to access the curriculum | Search

Supporting new arrivals

Link on our websiteSupporting pupils with EAL, Milton Keynes Council (Adobe pdf file)

The Ethnic Minority Achievement Support Service of Milton Keynes Council has produced guidance for its schools on supporting pupils who have EAL.

It has suggestions for preparing for a new arrival, including teaching the class to say a few words in the pupil’s home language. It also outlines some practical ideas for integrating new pupils with little English into the class.

An article from The Guardian looks at the techniques being used by schools to break down language barriers for pupils with EAL.

It includes an example of a school where pupils with no English spend the first 6 weeks on an intensive English course before being integrated into mainstream lessons.

Link on our websiteHow schools are breaking down the language barrier for EAL students, The Guardian, 5 March 2014









http://tinyurl.com/o7uorqq

http://www.theguardian.com/teacher-network/teacher-blog/2014/mar/05/teaching-eal-foreign-languages-students-integration-schools

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DfES report: improving the writing of pupils with EAL

A study commissioned by the Department for Education and Skills (DfES), a predecessor of the Department for Education (DfE), looks at the writing of Key Stage (KS) 2 pupils who are considered 'advanced learners' of EAL.

Pages 86-89 of the study look at the implications of the research for teaching and learning. We relay some of the advice below.

Raising pupils' awareness of writing

The document looks at ways of raising pupils' awareness of how writing works, for example by:

• Exposing them to good writing• Drawing their attention to particular features of texts,

such as how verbs show the timing of events• Where there are adults who share the pupil's first

language, comparing grammar and vocabulary use between this language and English

Helping pupils to develop strategies for writing

The report explains that strategies for writing are actions that pupils can take to make the writing process easier. Adults can demonstrate these strategies and then help pupils to internalise them.

Strategies that might be useful include planning the whole text before beginning to write, including the opening, the plot and the ending.

Skills for pupils to practise

The document highlights the importance of pupils practising different aspects of writing, such as:

• Writing fast and at length• Spotting mistakes• Adapting grammar and vocabulary for different genres

Activities for 'guided writing' sessions

The DfES also published guidance on working with primary school pupils for whom English is an additional language. It was developed as part of the Primary National Strategy, which has since been discontinued, but you may still find it useful.

The guidance includes teaching activities for small-group 'guided writing' sessions with pupils in years 2 to 6. They cover aspects of grammar such as:

• Verbs in the past and present tense• Phrasal verbs• Modal verbs

The document is hosted on GOV.UK.

Suggested teaching strategies from the British Council

The British Council supports pupils with EAL through its EAL Nexus project. The EAL Nexus pages of its website have information on "tried and tested approaches" that it recommends for pupils with EAL, such as:

• Drama and role play, to create opportunities for learners to hear good models of English in context

• Flashcards, to help pupils memorise vocabulary and to stimulate discussion

• 'Modelling', which involves providing pupils with written models of correct responses to writing tasks and pointing out key features of the language used in the model answers

• Using ICT, for example to enable pairs or groups of learners to engage in collaborative tasks

For each strategy, there is a link to a page with more information.

Link on our websiteWriting in English as an additional language at KS2, GOV.UK (Adobe pdf file)

We relay advice on strategies to help EAL learners in primary schools to improve their writing skills.

Link on our websiteExcellence and enjoyment: teaching units to support guided sessions in writing in EAL, GOV.UK (Adobe pdf file)

Improving the writing of pupils with EAL: strategies

Link on our websiteGreat ideas pages, EAL Nexus – British Counci



we’ve written in

response to school


Thousands of up-


currently available

online on www.





http://media.education.gov.uk/assets/files/pdf/w/writing%20in%20english%20as%20an%20additional%20language%20at%20key%20stage%202.pdf

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/190589/Learning_and_teaching_for_bilingual_children.pdf

https://eal.britishcouncil.org/teachers/great-ideas-pages



Pupils with EAL: learning through performing arts

Artis is a social business that delivers the curriculum through the performing arts. We visited Harris Primary Academy in Kenley to see how it uses trained ‘Artis specialists’ to deliver sessions to pupils in years 1 to 6.

One of the school’s Artis specialists explained that performing arts sessions are often designed to consolidate pupils’ learning from other subjects.

One session we observed was planned in response to pupils struggling to understand emotive words in a literacy lesson. Pupils were asked to express these words through dance and drama to improve their understanding.

The school’s head of academy, Alison Morris, told us that these performing arts sessions have helped pupils with EAL to understand vocabulary. This has improved their creative writing and reading comprehension.

(The mention of Artis here does not constitute an endorsement on the part of The Key.)

Resources for different genres and curriculum subjects

The British Council's EAL Nexus pages also link to resources to support pupils with EAL in different curriculum subjects, and with different genres of writing. They focus on aspects such as:

• Persuasive writing• Discussion writing • Writing explanations• Writing recounts

The teaching notes for each set of resources identify the resources that are required and the level the session is aimed at.

Assessing pupils' writing

The EAL Teaching Strategies website was developed by an EAL consultant. A section on helping EAL learners to improve their writing has advice on assessment and feedback.

It says that teaching pupils to evaluate their own writing by referring to a set of criteria can help them to think about the strategies they are using and make changes as needed.

It adds that peer evaluation, where pupils discuss their work with a partner, can develop pupils' critical thinking and evaluative skills.

Link on our websiteWriting resources, EAL Nexus – British Council

Find more on our websiteThis resource with links to further reading and examples of school

policies, is available on www.thekeysupport.com/sl. Members of

The Key for School Leaders can find the article quickly by entering

‘Improving the writing of pupils with EAL’ into the website search tool.

Improving the writing of pupils with EAL | Search

Links on our website• Home, Harris Primary Academy Kenley• Home, Artis

Link on our websiteThe art of teaching writing skills, EAL Teaching Strategies









http://www.harrisprimarykenley.org.uk/

http://www.artiseducation.com/

http://www.eal-teaching-strategies.com/teaching-writing.html

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We spoke to Anita Devi and Diane Leedham, who have expertise in SEN and EAL respectively, about how best to help pupils with EAL and/or special educational needs (SEN) to develop their vocabulary.

Identify the needs of individual pupils

Anita and Diane both emphasised the importance of identifying the reasons why a pupil needs additional help with acquiring vocabulary. For example, he or she may speak English as an additional language or have SEN, or both.

They explained that identifying the pupil’s needs, and his or her starting point, will help to determine the best way of supporting the pupil’s vocabulary development.

Pupils with EAL

Where a pupil has EAL, Diane recommended talking to the parents about the pupil’s prior experience with language and education to build up a profile of his or her starting point.

This will allow for more targeted vocabulary development. For example, a pupil with little or no previous knowledge of English will not have the same needs as a pupil who is proficient in social communication but requires help with more specialist vocabulary.

Pupils with SEN

Anita told us that different types of SEN can affect vocabulary acquisition in different ways, and that this should be explored as part of a pupil’s SEN assessment.

Pupils who have SEN often have difficulties with working memory (both visual and auditory), which can affect their ability to learn vocabulary at the same rate as their peers.

Pupils with EAL who may also have SEN

Some pupils with EAL may also have SEN. The intersection may affect how easily the pupil is able to acquire new vocabulary.

Where it is suspected that a pupil with EAL also has additional learning needs, Anita advised carrying out a cognition and learning assessment in the pupil’s first language, as well as tracking him or her against key development milestones.

She said that the assessment should also help to identify any overlap between the pupil’s EAL and his or her SEN. This could help you to decide how best to support the pupil’s vocabulary development.

Anita and Diane both cautioned against equating EAL with SEN. They explained that where a pupil has EAL, his or her rate of progress may be related to language level rather than any SEN.

We relay guidance from two of our associate experts on techniques and tools that can be used to support vocabulary development for pupils with EAL, special educational needs (SEN), or both.

Supporting vocabulary development for pupils with EAL and/or SEN

Vocabulary development for pupils with EAL and SpLD

ELT Well is a company that provides training and resources for teaching pupils with EAL who also have specific learning difficulties (SpLD) such as dyslexia.

It says that inclusive language teaching for pupils with SpLD should:

• Be multi-sensory

• Have many opportunities for recapping and reviewing

• Be presented in small, manageable chunks

• Include explicit instruction in grammar, study skills and phonological systems

Link on our websiteInclusive language teaching, ELT Well



we’ve written in

response to school


Thousands of up-


currently available

online on www.


The following article from The Key has more information about identifying pupils with SEN.

https://schoolleaders.thekeysupport.com/pupils-and-parents/sen/statements/differentiating-sen-underachievement/?marker=content-body




http://eltwell.com/resources/inclusive-language-teaching/

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Techniques

We asked Anita and Diane to suggest some techniques for supporting pupils’ vocabulary development, which should be tailored to the needs of individual pupils.

They both said that schools should continue to track progress and development to see what is and is not working for a particular pupil.

Anita added that the goal should be to develop the pupil’s independence, as well as increasing his or her vocabulary. She said that creating a strong foundation in a few key areas of language will help with future learning.

The following approaches could be used for pupils who have EAL, SEN, or both EAL and SEN, except where otherwise indicated.

Quality first teaching and modelling language

Diane told us that quality first teaching should support vocabulary development in all pupils, including those with EAL and SEN. Teachers should think about how they use language and provide a spoken or written ‘model’ of the type of language they want pupils to produce.

For example, this might involve introducing vocabulary in context, using key words repeatedly, or providing pupils with written model sentences.

For pupils with EAL, it is particularly important to be aware of idiomatic or colloquial language that may cause confusion.

There is more information and guidance on using language modelling on the following page of the British Council’s EAL Nexus site:

Pre-tutoring and post-tutoring

Anita said that one way of developing vocabulary and increasing pupils’ independence in lessons is to use pre-tutoring and post-tutoring.

Pre-tutoring involves exposing pupils to relevant vocabulary in advance of a particular session or topic so they have the tools to access it with the rest of the class.

After the session, a teacher or teaching assistant works with the pupils to create a mind map or other representation of the vocabulary. This is known as post-tutoring and is designed to consolidate learning and help to trigger memory.

Anita added that older pupils could have a fold-out section at the back of their exercise book or folder with vocabulary that they can use to support them in lessons. This might incorporate visual prompts, first-language translations or descriptions of the words, depending on the pupil’s needs.

Precision teaching

Anita also suggested using ‘precision teaching’ to support pupils’ vocabulary development. Precision teaching involves short, repetitive sessions of teaching, focusing on a few words or concepts. This aim is to help secure recognition and recall of key vocabulary.

Find more on our websiteThis resource with further guidance, is available on www.thekeysupport.com/sl.

Members of The Key for School Leaders can find the article quickly by entering

‘Marking work-life balance’ into the website search tool.

Supporting vocabulary development for pupils with SEN/EAL | Search

If you found this article useful, you might also like:

EAL policies

Differentiating

between SEN and

underachievement

Great idea: modelling, EAL Nexus https://eal.britishcouncil.org/teachers/great-ideas-modelling

Another article from The Key summarises guidance on quality first teaching.https://schoolleaders.thekeysupport.com/curriculum-and-learning/curriculum-guidance-all-phases/structuring-curriculum/quality-first-teaching-definition-and-guidance/?marker=content-body

Link on our websitePrecision teaching, Kent County Council




https://eal.britishcouncil.org/teachers/great-ideas-modelling






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https://shareweb.kent.gov.uk/Documents/KELSI/Specialist%20Children%20Services/Educational%20Psychology/PTL%20handbook.pdf

https://schoolleaders.thekeysupport.com/uid/8166199d-18b9-45c1-8568-398ac492c941/

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