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EAL

There is a high percentage of students in our school who speak English as an additional language (EAL). Also, we have new arrivals who are completely new to English.

EAL learners come from very diverse backgrounds. Some arrive seeking asylum, while others follow families coming to the UK as economic migrants or for other reasons. EAL learners also include those who were born and raised in the UK speaking a language other than English. The most common first languages spoken by EAL learners include Polish, Punjabi, Urdu, Bengali, Gujarati, Arabic, French, Mandarin Chinese, Portuguese, Spanish and Tamil.

Rationale and Aim

The planning and delivery of the curriculum should take into account the language and learning needs of all pupils, providing equality of opportunity and inclusion for all.  All pupils should be provided with effective learning opportunities based on the principles of:

  • setting suitable learning challenges;
  • overcoming potential barriers to the learning and assessment of pupils;
  • responding to pupils’ diverse learning needs.

EAL Provision

  • Our school’s EAL co-coordinator is Shay Haque.
  • The school’s EAL co-ordinator will liaise with the relevant staff members to maintain a regularly updated register of pupils with EAL and their level of English acquisition, using the Havering EAL Progress Continuum as well as the relevant DfE codes if pupils are working below ‘Competent’ in English).
  •  The EAL co-ordinator will work with class teacher(s), the Havering EMA team advisers and/or any other relevant agencies in order to assess pupils’ needs to help teachers plan and implement appropriate provision in order to accelerate their progress and eradicate any attainment gaps.
  • Pupils with EAL will be able to participate fully in the school’s broad and balanced curriculum.
  • Pupil achievement is monitored via a target-setting system.
  • The class teachers make effective arrangements for assessing attainment and progress, with support from the EAL co-ordinator.

Here are some of the main principles of EAL teaching at Dersingham:

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. Teachers use:

  • colourful semantics in reading and writing lessons. Colourful semantics 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 to help learners make sense of new information.
  • graphic organisers such as tables or grids to help learners organise their thinking. 
  • drama and role play to make learning memorable and encourage empathy.

Teachers develop interactive and collaborative teaching and learning styles and activities. Children work with partners or in a small groups using the language for a specific purpose rather than out of context. We aim to maintain and develop learners’ first language alongside improving their English as well as provide opportunities to talk before writing and use drills to help learners memorise new language.

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