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  • Intent

    At Dersingham, our vision is for all pupils and staff to ‘Be Excellent’. We welcome pupils at different entry points during their primary journey, many of whom do not have English as their first language. These pupils are all at different stages of acquiring English, some with little or no English. We strive to ensure that EAL learners arriving as a mid-phase admissions are assessed quickly, in order to make sure that their transition is smooth and their needs are met. We want our teachers to be proactive in removing barriers that stand in the way of our EAL pupils’ learning and success. As duty bearers, we need to meet our responsibilities to EAL pupils by ensuring equal access to the National Curriculum and the achievement of their educational potential. We want to provide our EAL pupils with learning environment where they feel safe, accepted and valued in order to learn effectively and become successful members of society. Our key focus is to assist and support all EAL pupils in their acquisition of English language skills as quickly as possible.

  • Implement

    At Dersingham, EAL lessons are delivered using a range of different strategies and resources.  Planning for EAL pupils incorporates both curriculum and EAL specific objectives. Staff regularly observe, assess and record information about pupils’ developing use of language. All of the EAL sessions have a focus on speaking and listening and are delivered in a welcoming and supportive environment using RWI phonics, Race to English, EAL Hub and Learning village resources. The learning village virtual programme is taught in a clear and progressive way, starting with basic survival language and progressing more complex sentences, through the use of graphic organisers and sentence starters. 

    At Dersingham teachers adapt their lessons to make sure that all learners can get the most out of lessons. They do this by involving learners in activities where the language is challenging but appropriate to their abilities and interests. RWI phonics and Race to English interventions are delivered  out of the classroom. Teachers in KS1 use colourful semantics in reading and writing lessons which is a targeted approach to support children with their sentence building and to teach them about sentence structure. More visuals in the form of pictures, photographs are used to help learners make sense of new information. Graphic organisers such as tables or grids are used to help learners organise their thinking. Also, use of drama and role plays are used to make learning memorable and encourage empathy.

  • Impact

    Initially, children are able to make their basic needs understood in English and begin to access class based activities. Children become more confident with their use of English across all subjects. Our EAL provision helps pupils to develop their English language skills and enables them to access the National Curriculum. EAL learners are able to communicate effectively with their peers and teachers in and outside of the classroom. We want our pupils to flourish as independent and pro-active learners and enrich our school through their different experiences and cultures.

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