EAL Policy



Redcastle Family School welcomes children from different linguistic backgrounds including children who speak English as an additional language. It is the aim of the school to develop a partnership with parents, teachers and support staff to support the attainment and progress of these pupils, and their integration into all aspects of the school community. The English Language Support Service (ELSS) run by Norfolk County Council is under consultation. We currently make our own arrangements for support of pupils with EAL.


Registration of Pupils with EAL

Registration and welcome of new children will normally be carried out by the Headteacher or EAL Co-ordinator. Support will be sought in the form of translation services as necessary. As the majority of our children with EAL speak Portuguese as a first language a ‘welcome pack’ is available in Portuguese comprising of a translated summary of the school brochure and information about supporting children’s reading. This will be given to parents during the registration process. Similar information will be translated into other languages as necessary.

Information regarding the child and their linguistic background will be passed to the class teacher at an early stage.


Teaching and Learning

The School aims to provide appropriate support for pupils for whom English is an additional language in order to give them access to the whole curriculum.


1. The class teacher will liaise with the English Language Support Teacher and the EAL Co-ordinator to identify the language and learning needs of the pupils with EAL. Activities will be matched to pupils’ needs and abilities and will have clear sense of progression.


2. Teaching assistants in school will also provide additional support where needed.


3. Access to all parts of the curriculum will be achieved by providing relevant support to pupils with EAL. Vocabulary development will be supported by the use of word banks and the labelling of items of interest in the classroom. More use will be made of visual resources to support understanding of key concepts e.g. IT, charts, tables, video etc. Bi-lingual dictionaries and dual-language reading books are available in the school in a central resource area alongside notepads and ipads.


4. Staff are aware that children may use their first language in the classroom.


5. Classroom organisation and groupings will support pupils’ active participation in all activities. Groupings will be flexible to allow:

 Collaborative activities that require talk to complete a task

 Pupil groupings which provide adult or pupil support for speaking and writing before bilingual pupils are asked to produce language

 Groups with supportive ‘experts’ e.g. other pupils who are good readers/writers.



6. Display boards are written in many other languages and often reflect different cultures, religions and beliefs


7. Dual language fiction and non-fiction books/resources are available for use in school and at home with parents.


Attainment and Progress

1. The School’s Assessment Policy will apply to pupils with EAL. In addition, there will be close monitoring of the pupils progression, especially in literacy, by the class teacher and the English language support teacher. Teachers are aware that standards of achievement of pupils with EAL may be well below age related norms, particularly for pupils new to English and it is estimated that it takes at least 5 to 7 years for pupils to ‘catch up’ with their monolingual peers.


2. For pupils at the ‘beginner stage’ of acquiring English language the class teacher and the English language support teacher will monitor the pupil’s progress using assessment sheets. These will be updated frequently. Information gathered will help the class teacher to ‘level’ the pupil’s attainment in literacy, using the NC levels for pupil’s with EAL. The class teacher and English language support teacher will use this information to set ‘next steps’ targets for the pupil, to support the next phase of their development of English.


3. Very able pupils with English as an additional language will be recognised and appropriately supported in accordance with the school’s policy on Gifted and Talented Children.



It is important to make a distinction between pupils for whom English is an additional language and pupils for whom English is an additional language with special educational needs. The class teacher will consult with the SENCO when a pupil with EAL is also thought to have SEN.


The Role of the EAL Co-Ordinator

The EAL Co-ordinator will:

 Liaise with the English Language Support Teacher.

 Liaise with the Headteacher

 Liase with the Class Teachers.

 Keep copies of English language assessments to monitor the progress of pupils with EAL.

 Represent the school on INSET courses and feedback to school staff. Arrange INSET sessions in school for staff as appropriate.

 Purchase resources to support the learning of pupil’s with EAL. Maintain a central store of appropriate resources for use by staff within the school.

 Liase as necessary with the parents of pupils with EAL and find interpreters/translators for report meetings/parents evenings etc.


Looked After Children/EAL (English as an Additional Language)/SEND (Special Educational Needs and Disability)

 No child who qualifies under one of the above headings will be discriminated against. These extra needs will be taken into account and consideration be given on an individual basis.