St. Andrew's CE Primary School - EAL Policy


Working in partnership - EMAS and St. Andrew’s CE Primary School

1. Terminology

EAL = English as an Additional Language
Bilingual pupils – pupils with EAL, including more advanced learners
BME- Black and Minority Ethnic (background)
EMA= Ethnic Minority Achievement
EMAS= (Brighton and Hove) Ethnic Minority Achievement Service

2. The partnership with EMAS

We work in partnership with EMAS to support pupils with EAL and/or underachieving pupils from BME groups. This takes the form of direct pupil support, advisory support or staff training. We also work with EMAS to ensure we build our own capacity in school.

3. Guiding Principles:

Our school values the cultural and linguistic diversity of the pupils as a positive asset and a rich resource for the school and community. We acknowledge that language and culture is central to a person’s identity and we build on the skills and knowledge pupils with EAL bring with them to school, providing additional support as necessary. We encourage both the pupils and families to play a full part in school life.

4 .Aims for the EMAS/School partnership

  • To provide a welcoming environment where EAL pupils and their families feel secure, safe, and have a sense of belonging

  • To narrow achievement gaps between pupils with EAL and other pupils as a result of specialist EMAS support and effective mainstream practice

  • To build capacity within school to ensure needs of EAL pupils are met appropriately and effectively

5. Fundamental underpinning principles of EAL support

  • Bilingualism is an asset to be valued, with first language having a continuing role in both identity and learning English

  • In order to close achievement gaps, EAL learners need cognitive challenge and effective linguistic and contextual support

  • English is best learnt via an inclusive curriculum where language and learning skills develop together

6 .Roles and Responsibilities:

a) All staff - We recognise that the progress of pupils with EAL is the responsibility of all staff, in partnership with EMAS. This will include regular liaison to ensure effective curriculum support, with EMAS teachers and EMAS bilingual assistants.

b) EAL Co-ordinator - The EAL link co-ordinator has an interest and commitment to EAL / EMA issues, and provides effective liaison with EMAS. The role has the following responsibilities:

  • Ensuring the school EAL register is updated and as accurate as possible
  • Formal Liaison with EMAS staff to share information on supported pupils and to ensure EMAS support is appropriately targeted and reviewed
  • Liaison with EMAS for any specific needs, issues or challenges within school
  • Ensuring effective working conditions for EMAS staff in schools, including appropriate working space, access to ICT and storage facilities
  • Collating information for completion of EMAS school review in summer term and using it to inform priorities for support and CPD
  • Facilitating any planned activities involving EMAS in school e.g. cultural diversity learning walk, class observations.
  • Attending EMAS EAL co-ordinator meetings at least once annually
  • Disseminating information from EMAS to School Leadership Team via the EMAS to school review
  • Ensuring capacity building for EAL/EMA through inclusion on the School Development Plan and CPD

c) Senior Leadership team with the EAL Co-ordinator

  • Ensuring collection and analysis of achievement data for EAL / ethnic minority pupils to inform EMAS and school based provision
  • Identifying EAL/EMA priorities for school development and inclusion in the school development plan, Performance Management targets and CPD
  • Ensuring this policy is updated and shared by all who work in school, including non teaching staff

d) Governing Body

  • A named member of the school Governing Body has responsibility for EAL/EMA
  • EAL and EMA issues are included all performance data reports
  • The school Race Equality Policy and racist incident return is reported on and reviewed with governors.


Support, advice and Guidance from EMAS

We are aware that EMAS is available for further information and training on the following:

  1. Admission Policy for new pupils: - including collection of information, communication with parents/carers, buddy systems, progress and well being monitoring, the first few weeks

  2. In the classroom:

    a) Planning and Differentiation -EMAS can provide a recently adapted format from the PNS guidance on explicit EAL planning and differentiation for beginners and more advanced learners

    b) ‘language aware’ teaching – identifying the language needed to access tasks and strategies to model oracy and literacy, particularly for more advanced KS2 learners in danger of ‘plateauing’ in progress

    c) Literacy skills –using graphic organisers (grids/tables/ mind maps etc) key visuals, scaffolds and frames to develop and enhance reading and writing skills

    d) Maths –the specific language demands of maths, e.g. use of a familiar word in unfamiliar contexts, word problems and ambiguity in language use

  3. School Strategic development

    EMAS and Healthy Schools team have produced an Equalities learning walk’ focussing on classroom and corridor displays.

    School Self Evaluation
    EMAS sent out a school bulletin about School Self Evaluation (SEF) in EAL and EMA (see ‘education online –bulletin dated 16th February 2009). The National Strategies provide several evaluation formats. EMAS is happy to support schools completing a SEF in EAL/EMA.

    Community Cohesion - ideas for curriculum development which builds on self esteem through identity, emphasises similarities as well as differences, and builds on parental / community links

    Inclusion - The PNS Inclusion development Programme provides guidance on EAL learners with possible SEN. EMAS can provide further supporting guidance and information.

  4. Specific CPD Resources –

    PNS -Excellence and Enjoyment for Bilingual Pupils ref: 0013-2006PCK-EN
    DCSF -New Arrivals Excellence programme ref: 00650 -2007BKT-EN
    PNS Excellence and Enjoyment for Black pupil’s ref: 00058-2008PCK-EN

    A comprehensive list of all CPD resources on EAL /EMA, can be found on the National Association for Language Development in the Curriculum (NALDIC), as well as links to a wealth of other websites

  5. Policy into practice - Year ending March 2015


Key policy actions


Already in place




on SDP

for next

a/c year


for the future

We keep a school register of pupils with EAL which is regularly updated.





We know all the languages spoken in each class and in the school





We encourage the use of first language in the classroom to understand tasks and consolidate learning





We monitor the level of achievement of all pupils with EAL individually and share this with EMAS staff





We monitor the level of achievement of all pupils with EAL as a discrete group and share this with EMAS staff





We group EAL pupils with supportive peers who are good language models.





We provide an appropriate work base for EMAS teachers to deliver support to targeted pupils





EMAS staff & school staff liaise regularly to ensure effective curriculum support





Our planning pro-formas show explicit differentiation for EAL pupils





We understand the role of EMAS staff in building expertise within the school via training, classroom observations, discussions with EAL co-ordinator & SMT





We have identified our own EAL training needs to build capacity within school





We know that EAL is not a SEN and that P levels are not appropriate for beginner





We use EMAS Home/School Liaison staff to encourage EAL parents into school





We have completed the DfE EAL/ EMA SEF