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].
4Contents / General Guidance / Part One: A Guide for Practitioners /
Part Two: School Self-Evaluation / Part Three: Appendices Supporting Documents
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
5Contents / General Guidance / Part One: A Guide for Practitioners /
Part Two: School Self-Evaluation / Part Three: Appendices Supporting Documents
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
6Contents / General Guidance / Part One: A Guide for Practitioners /
Part Two: School Self-Evaluation / Part Three: Appendices Supporting Documents
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.)
7Contents / General Guidance / Part One: A Guide for Practitioners /
Part Two: School Self-Evaluation / Part Three: Appendices Supporting Documents
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
8Contents / General Guidance / Part One: A Guide for Practitioners /
Part Two: School Self-Evaluation / Part Three: Appendices Supporting Documents
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.
9Contents / General Guidance / Part One: A Guide for Practitioners /
Part Two: School Self-Evaluation / Part Three: Appendices Supporting Documents
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.
10Contents / General Guidance / Part One: A Guide for Practitioners /
Part Two: School Self-Evaluation / Part Three: Appendices Supporting Documents
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.
11Contents / General Guidance / Part One: A Guide for Practitioners /
Part Two: School Self-Evaluation / Part Three: Appendices Supporting Documents
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.
12Contents / General Guidance / Part One: A Guide for Practitioners /
Part Two: School Self-Evaluation / Part Three: Appendices Supporting Documents
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
13Contents / General Guidance / Part One: A Guide for Practitioners /
Part Two: School Self-Evaluation / Part Three: Appendices Supporting Documents
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.
14Contents / General Guidance / Part One: A Guide for Practitioners /
Part Two: School Self-Evaluation / Part Three: Appendices Supporting Documents
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
15Contents / General Guidance / Part One: A Guide for Practitioners /
Part Two: School Self-Evaluation / Part Three: Appendices Supporting Documents
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
16Contents / General Guidance / Part One: A Guide for Practitioners /
Part Two: School Self-Evaluation / Part Three: Appendices Supporting Documents
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
17Contents / General Guidance / Part One: A Guide for Practitioners /
Part Two: School Self-Evaluation / Part Three: Appendices Supporting Documents
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
18Contents / General Guidance / Part One: A Guide for Practitioners /
Part Two: School Self-Evaluation / Part Three: Appendices Supporting Documents
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
19Contents / General Guidance / Part One: A Guide for Practitioners /
Part Two: School Self-Evaluation / Part Three: Appendices Supporting Documents
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
20Contents / General Guidance / Part One: A Guide for Practitioners /
Part Two: School Self-Evaluation / Part Three: Appendices Supporting Documents
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
21Contents / General Guidance / Part One: A Guide for Practitioners /
Part Two: School Self-Evaluation / Part Three: Appendices Supporting Documents
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
22Contents / General Guidance / Part One: A Guide for Practitioners /
Part Two: School Self-Evaluation / Part Three: Appendices Supporting Documents
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
23Contents / General Guidance / Part One: A Guide for Practitioners /
Part Two: School Self-Evaluation / Part Three: Appendices Supporting Documents
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.
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
24Contents / General Guidance / Part One: A Guide for Practitioners /
Part Two: School Self-Evaluation / Part Three: Appendices Supporting Documents
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
25Contents / General Guidance / Part One: A Guide for Practitioners /
Part Two: School Self-Evaluation / Part Three: Appendices Supporting Documents
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.
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
26Contents / General Guidance / Part One: A Guide for Practitioners /
Part Two: School Self-Evaluation / Part Three: Appendices Supporting Documents
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
27Contents / General Guidance / Part One: A Guide for Practitioners /
Part Two: School Self-Evaluation / Part Three: Appendices Supporting Documents
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