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EAL Report to Governors 2018
Transcript of EAL Report to Governors 2018
To further develop the quality of teaching and learning in maths ensuring mastery of learning
To further develop the quality of provision in reading and writing ensuring mastery of learning and the narrowing of the attainment gap between girls and boys
Current EAL Statistics
What has been done?
Vision: Where do we go next?
Following the advice of EMTAS, the strategies we are currently employing are:
Children with English as an additional language currently make up 43% of the school cohort and whilst we strive to ensure success in each child through a variety of means, such as EMTAS support, visual cues, young interpreters, and 1:1/ small group work, we are still looking at different ways of developing a far more robust approach. Historically, children with EAL at St Johns ‘catch up’ with their peers very quickly and so we would expect results to improve each year.
When a child first joins us or when there is a need for additional support, we contact EMTAS (Ethnic Minority and Traveller Achievement Service). So far this year we have referred 3 children, prioritising those children with the greatest need of support, but we can refer to EMTAS at any stage of the child's benefit.
We held a successful EMTAS coffee morning in October to engage with our EAL parents and how they can better support their own children.
EAL Leader has also met with Michelle Nye, County Inspector for EMTAS to discuss the service they provide and how they can better support us in school.
Following on from that meeting, EAL leader has a meeting with a specialist teacher advisor next week to discuss what training would be of best benefit in school.
EAL Leader to give more time over to reinstating Young Interpreters.
Following on from meeting with Specialist Support Teacher from EMTAS, additional training for new staff and reminders for all staff about best practice and how we can better support our EAL.
Continued opportunities for EAL parents to participate in school community and share own culture with children.
End of Year Data 2016-2017
89% of pupils with EAL achieved ARE in Y6, compared to 81% of the whole cohort. All KS2 classes showed EAL were above the rest of the cohort in terms of achieving ARE, whereas KS1 showed that EAL were below.
89% of pupils with EAL achieved ARE in Y6, just behind the 90.3% of the whole. Y1, Y2 and Y5 all show EAL slightly higher than the cohort, Y3 results were similar between EAL and the whole, whereas Y4 and YR showed EAL were behind by almost 10%.
Last year demonstrated that slightly more EAL achieved ARE than the whole cohort (89% as opposed to 87%). Results in all other year groups were similar to the whole cohort and in the case of KS1 higher.
What has been the impact?
Feedback from parents after the Coffee event
Better understanding of the importance of first language use at home
Better awareness of Children’s rights , valuing their rights and give them options to choose
Followed up from previous parent event and now uses three languages at home. Children are confident to use all three.
Parents are going to try support children with homework using first language.
Will start speaking polish to my second child.
4 parents were keen on ideas about positive parenting
Importance of reading with my child.
Will try to be more engaged with the school.
School is doing everything they can to help non English speaking children.
St John the Baptist is fantastic in supporting EAL.
EAL Report to Governors 2018
Links to Priority 2 and 3 from School Improvement Plan
Numbers by Year Group:
Reception - 17
Year 1 - 14
Year 2 - 18
Year 3 - 14
Year 4 - 8
Year 5 - 8
Year 6 - 12
91 children in total
Pre-teaching of key vocabulary with word lists going home as appropriate to enable parents to discuss/translate.
Placement in appropriate ability groups, not lower ability. New arrivals need access to good role models (language, learning, behaviour).
Practical demonstrations and the use of visual cues are provided as appropriate.
Alternative questioning which can be closed in order to reduce pressure and elicit one word answers.
Verbal responses not insisted upon if not ready for this. Alternative ways are sought, such as mini white-boards or physical gestures. Single-word answers are acceptable from a pupil who is new to English but, with increasing experience, pupils are encouraged to expand their answers and use full sentences. Answers are modelled.
Opportunities for role play to relieve the pressure of spoken English and to provide a multi-sensory environment.
Positive ‘I can do…’ culture in school.
Opportunities for children to talk about their own culture and EAL parents invited into classes, where appropriate.