- Accessibility policy
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- Charging & remissions policy
- Child protection policy
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- Emotional health & wellbeing policy
- English as an additional language policy
- EYFS policy
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Our school code of conduct is:
“Try, Grow, Achieve”
1.1 This document is a statement of the aims, procedures and strategies for provision for children who are learning and speaking English as an additional language (EAL) at Temple Grove Academy.
1.2 We aim to make it possible for EVERY child to learn to their full potential, regardless of gender, religion, ethnic origin, disability or need. We provide a safe and happy environment in which EVERY child is able to develop confidence, self knowledge, self esteem and respect for themselves and others; we do this through taking account of each child’s life experiences and needs.
1.3 We recognise that children who are learning English as an additional language have skills and knowledge about language similar to monolingual English-speaking children and their ability to participate in the full curriculum may be in advance of their communicative skills in English.
1.4 We recognise that children who are learning English as an additional language have skills and knowledge about language similar to monolingual English-speaking children. Their ability to participate in the full curriculum may be in advance of their communicative skills in English.
1.5 As a staff, we recognise the right and entitlement of all children to full and equal access to the National Curriculum. We also recognise that children who have English as an additional language are entitled to learn in an environment free of spiritual or cultural discrimination.
Aims and objectives
2.1 We aim to improve the attainment of EAL learners across the school; supporting their speaking and listening, reading and writing skills which enable them to achieve cognitive and academic language proficiency.
2.2 We aim to ensure that pupils with EAL develop a love of learning by feeling safe, settled and secure within the learning environment.
2.3 We aim to develop a ‘Quality First’ teaching approach which ensures pupils with EAL are given outstanding support within their mainstream class to access an appropriate curriculum which embeds activities in a supportive context.
2.4 Staff and parents work in partnership to ensure that children have opportunities to hear and use new language in a range of contexts.
Teaching and Learning Style
3.1 In our academy, all staff therefore recognise their responsibility for supporting EAL learners towards cognitive and academic language proficiency. We believe that a ‘Quality First’ approach to teaching enables us to support children who are learning English as an additional language by various means:
3.1a developing their spoken and written English by:
- ensuring that vocabulary work covers the technical as well as the everyday meaning of key words, metaphors and idioms;
- explaining how speaking and writing in English are structured for different purposes across a range of subjects;
- providing a range of reading materials that highlight the different ways in which English is used;
- ensuring that there are effective opportunities for talking, and that talking is used to support writing;
- encouraging children to transfer their knowledge, skills and understanding of one language to another;
- building on children’s experiences of language at home and in the wider community, so that their developing uses of English and other languages support one another;
3.1b ensuring access to the curriculum and to assessment by:
- using accessible texts and materials that suit children’s ages and levels of learning;
- providing support through ICT, video or audio materials, dictionaries and translators, readers and amanuenses;
- using the home or first language where appropriate.
3.1c It is the class teacher’s responsibility to:
- ensure that an initial assessment of language skills, Using Kent Steps and Language Link, is carried out within 6-8 weeks in conjunction with the Inclusion Leader.
- Set appropriate targets (in collaboration with Inclusion Leader where appropriate) based on the results above and include information regarding support, monitoring and review arrangements.
- Be aware of and make use of recommended techniques and strategies for supporting EAL children in the classroom, such as training, resources, specialist advice and support.
- Ensure that classroom displays are not stereotypical but reflect awareness and value of cultural diversity.
- Organise where possible a ‘buddy’ system by introducing the child to another child who speaks the same language.
- Ensure that children with EAL are learning alongside more able children who are able to provide excellent language models.
- Have high expectations of EAL pupils.
At Temple Grove Academy we believe that language learning is most successful for both EAL speakers and early bilingual learners when it is taught within the context of the mainstream curriculum.
4.1 All children in our academy follow the curricular requirements of the Foundation Stage (2013) and the National Curriculum (2014). Children with English as an additional language do not produce separate work.
4.2 We occasionally withdraw children from lessons to receive interventions to support their understanding of language. This involves supporting individual children or small groups of children.
4.3 Temple Grove Academy helps children learning English as an additional language by:
- building on children’s experiences of language at home and in the wider community, so that their developing use of English and of other languages support one another;
- providing a range of opportunities for children to engage in speaking and listening activities in English with peers and adults;
- providing a variety of writing in the children’s home language as well as in English;
- providing and supporting opportunities for children to hear their home languages as well as English.
5.1 Our academy uses the Kent Steps Framework to measure English language competence and progress for some EAL children whom it is felt appropriate. We carry out ongoing recording of attainment and progress in line with agreed school procedures.
5.2 The statutory assessment arrangements of the National Curriculum allow us to make special arrangements for children who are learning English as an additional language.
The role of the Senior Leadership Team
The role of the leadership team involves:
- keeping the governing body well informed about the progress of children who are learning EAL within the academy
- informing families and children who are ‘new arrivals’ of the provision which is in place at the academy for supporting English language acquisition.
The Inclusion Leader
The role of the Inclusion Leader involves:
- supporting EAL pupils in gaining access to the mainstream curriculum
- assessing progress of EAL pupils in partnership with class teachers;
- collecting and storing appropriate resources so they are easily accessible;
- developing own competencies and expertise in order to support colleagues.
- raising awareness of strategies and resources, and continue to raise the profile of EAL children and ethnic minorities within the academy.
- updating the EAL register and provision map.
This policy will be reviewed as necessary in the light of government or county changes/advice etc. and in line with academy cycle for reviewing policies.