Trinity  

Trinity's English as an Additional Language Policy

‘There is neither Jew or Greek, there is neither slave or free, there is no male and female, for you are all one in Christ Jesus’. Galatians 3:28

Introduction
As a church school it is our vocation, moral obligation and delight to provide the best possible education for every student. At Trinity we are committed to providing an appropriate and high quality education to all the children living in our local area.  We believe that all students, including those for whom English is a second language, have a common entitlement to a broad and balanced academic and social curriculum, which is accessible to them, and to be fully included in all aspects of school life.  

We believe that all students should be equally valued in school.  We will strive to eliminate prejudice and discrimination, and to develop an environment where all children can flourish and feel safe.  Our inclusive ethos provides a common life based on the Christian family and nurtures everyone regardless of race, nationality, gender, sexual orientation, religion or ability.

At Trinity we are committed to inclusion.  This is why we are committed to developing cultures and practices that include all learners.  We aim to engender a sense of community and belonging, and to offer new opportunities to learners who may experience barriers to learning. We strive to ensure that our students are equipped with the right qualifications and skills they need in order to strive and have a bright future.

This does not mean that we will treat all learners in the same way, but that we will respond to learners in ways which take account of their varied life experiences and needs.

We believe that educational inclusion is about equal opportunities for all learners, whatever their age, gender, ethnicity, impairment, attainment and background.  We pay particular attention to the provision for and the achievement of different groups of learners:

•	minority ethnic and faith groups, 
•	Travellers, 
•	asylum seekers
•	refugees
•	learners of English as an additional language (EAL)
•	learners with special educational needs (SEND)
•	learners who are disabled
•	those who are gifted and talented 
•	those who are looked after  by the local authority
•	others such as those who are sick; 
•	those who are young carers; 
•	any learners who are at risk of disaffection and exclusion

This policy describes the way we meet the need of children with English as an additional language, who might experience barriers to their learning, which may relate to language barriers, cultural barriers, or may relate to factors in their environment, including the learning environment they experience in school.

We recognize that students learn at different rates and that there are many factors affecting achievement, including ability, emotional state, age and maturity.  We recognize the importance of a whole school approach which ensures a learning environment that encompasses a varied range of teaching and learning strategies, multicultural and multilingual resources and displays, and whole school celebrations that embrace a wide range of world cultural events.

At Trinity we aim to identify the needs of EAL pupils and provide support as well as teaching and learning contexts which enable every child to achieve to his or her full potential.

Trinity sees the inclusion of EAL children as an equal opportunities issue, and we will also aim to model inclusion in our staffing policies, relationships with parents/carers and the community. EAL students are no different than any other students in terms of their cognitive level, some might be gifted and talented, and some might have special education needs. It is our aim to ensure that all their needs are met and they are supported according to their needs. 

English as an Additional Language 
The Department for Education has updated their EAL Policy which aims to “promote rapid language acquisition and include children learning EAL in mainstream education as quickly as possible'. Recent updates state that: 
•	Local Authorities have a legal duty to ensure that education is available for all children of compulsory school age that is appropriate to their age, ability, aptitudes and any special educational needs they may have. This duty applies irrespective of a child's immigration status, country of origin or rights of residence in a particular area. 
•	The Government's priority for children learning English as an Additional Language (EAL) is to promote rapid language acquisition and include them in mainstream education as quickly as possible 
•	A key principle underpinning the guidance is that all newly-arrived bilingual learners have a right of access to the National Curriculum, and that provision for newly arrived EAL learners is not separate but integrated into all subject areas. 
•	Learners of EAL make the best progress within a whole-school context where pupils are educated with their peers. 
•	Provision needs to be based on a meaningful assessment of pupils' prior knowledge and experience as well as language skills. 
•	Pupils learning EAL are generally taught in the mainstream class alongside their peers. Newly arrived pupils are usually given additional help in learning English by specialist teachers or by bilingual classroom assistants. EAL teachers or advisers work in collaboration with classroom teachers to plan lessons and teaching materials. Classroom teachers have responsibility for ensuring that pupils can participate in lessons. Where appropriate, schools may also set up small group withdrawal classes to provide more focused support.  
•	Bilingualism confers intellectual advantages - once children have developed cognitive and academic language, they can transfer much of this learning to additional languages. 

Every EAL pupil in this inclusive school has an entitlement to fulfill his/her optimum potential.  This is achieved by ensuring the wellbeing of all students in relation to being healthy, staying safe, enjoying and achieving, making a positive contribution, and achieving social and economic wellbeing.

These wellbeing outcomes are embraced in every aspect of school life: personalised teaching and learning approaches, access to ICT across the curriculum; flexible learning pathways and out-of-hours learning activities; support for emotional wellbeing; flexible timetables; assessment for learning and partnership with parents/ carers, other schools, the local community and with other relevant agencies. Arrangements for Coordinating the Provision for EAL Students 
The EAL Coordinator:
•	Provide specialist training for staff 
•	Takes responsibility for supporting EAL pupils and ensuring the statutory responsibilities are fulfilled and pupils are placed in correct sets according to their abilities. 
•	Provide relevant and easy to access information to staff, regarding the EAL students (date of arrival, level, nationality/ language) on the School System 
•	Offer support to staff through joint planning, joint teaching and other advice
•	Ensuring that all new pupils are assessed on entry to the school and the appropriate support is put into place for them 
•	Ensuring EAL students are reassessed regularly 
•	Attend network meetings and liaise with other EAL professionals for continuing professional development
•	Give Feedback to the Head of Inclusion
•	Liaise with other schools in the borough and organize Community Languages GCSE’s, arranging for students to go to other schools for the Speaking examination when necessary
•	Organizes the timetables of the support staff
•	Advises the support staff on EAL support strategies and interventions
•	Disseminate relevant information to Heads of departments and other staff in the school
•	Keeping relevant records of work, specifically assessments and work samples for different levels
•	Liaises with the EAL Specialist for the borough to arrange regular visits
•	Liaises with other relevant external agencies
•	Has regular contact with parents to share problems and develop strategies to help
•	Produce and implement a development plan for the department with an appropriate time scale which accords with the school development plan
•	Organize regular meetings for the department and promote the progress of the school and departmental development plans
•	Ensure appropriate induction for new EAL staff 

The EAL Teacher: 
•	To assess and monitor the progress of EAL students
•	To work alongside class teachers using appropriate and planned teaching strategies and resources for ensuring the access to the curriculum of EAL students in order to increase their English fluency through an integrated approach to literacy and language development
•	Create and adapt for and with other classroom teachers learning materials to make these more accessible to EAL learners. Create and update a bank of resources on the School System
•	Participate in training opportunities for own professional development and contribute to the professional development of others in relation to school provision for ethnic minority groups 
•	Working with colleagues, provide support and introduction programs for EAL new arrivals 
•	Offer support to parents and pupils as appropriate, in liaison with class teachers, in matters relating to pupil welfare and guidance
•	Work with small groups to provide targeted support through programs as Induction Program, Racing to Literacy and other interventions

Class teachers participate in training sessions offered by the EAL Department in order to develop their knowledge of EAL techniques for support and differentiation. EAL Training at Trinity is also provided to new members of the teaching and support staff. All members of staff work together in a collaborative effort to ensure the EAL students achieve to the best of their abilities. 

Teaching staff must ensure: 
•	They are aware of all EAL students in their class by checking the information provided by the EAL Department on the School system
•	They differentiate work to the appropriate level of the EAL students, making it accessible and enabling students to make progress
•	Ask for support from the EAL Coordinator with planning and developing of resources

External Support 
Trinity receives additional external specialist advice and support from the LAs EAL Specialist, who agrees and monitors the development plan for the EAL Department and organizes regular network meetings allowing EAL specialists to share good practice and work collaboratively when possible, for example organizing the Community Languages speaking examinations. 

Resource Allocation
Students who arrive at the school with little or no English are immediately integrated into the classroom and are given expert support with their English. Trinity employs a specialist English as an Additional Language (EAL) teacher, who is fluent in several languages. New arrivals will be able to use a bilingual dictionary provided by the EAL department, as well as word books and other resources, including reading books appropriate for their English reading level at the time. 

Admission Arrangements for EAL International Arrivals 

Stage 1 – Initial Contact 
1.	Arrange enrolment meeting.
2.	Organise interpreter to attend if required.
3.	Invite the HOH and EAL Coordinator as well as Form Tutor if possible. 
4.	Identify potential buddies and students who speak the same language.
5.	Check pronunciation of student and family name. 
6.	Clarify home language spoken as some countries will have a variety of languages spoken. 

Stage 2 – Enrolment Meeting 
1.	Complete enrolment form. 
2.	Complete ‘EAL information Request Form’
3.	Explain school policies and routines 
4.	Provide parents new to the country with information about the country’s school system (Key Stages, GCSE’s), the Oyster Application Form, Uniform shop, Free School Meal Application Form and other relevant information.  
5.	Discuss options for KS4 students. 
6.	Discuss the Community Language GCSE (where applicable) 
7.	Discuss time table and setting.
8.	Plan initial support arrangements: buddying, EAL Homework Club, Induction Program. 
9.	Try to gain further information about subjects previously studied, additional/ special needs, hobbies and interests, level of religious practice (if any), home tuition, etc. 
10.	Confirm contact details for home/ school. 
11.	Discuss the possibility of the student having a bilingual dictionary to bring to school. If this is not the case, the school will provide/ order one. 
12.	Give a tour of the school if possible.

Stage 3 – Induction 
1.	Provide with timetable and planner. 
2.	Tour of school – introduce to involved staff (Form Tutor, First Aid, Receptionist) 
3.	Identify ‘support area’ for social time ( library, school chapel, SEN/EAL Room, etc) 
4.	Introduce to buddies – ask them to take part in the tour if possible. 
5.	Provide dictionary, log in details for access onto laptops and other translated resource materials.
6.	Clarify they know when to bring their PE Kit or other extra equipment that might be required of them in some subjects. 
7.	Confirm they know where toilet and dining facilities are (try to introduce to dining staff). 

Stage 4 – Initial Language Assessment 
1.	EAL Teacher conducts Initial Assessment. 
2.	Based on the outcome and based on observations made during enrolment and induction, the EAL Teacher organizes the adequate support on the provision map. 
3.	The EAL teacher writes an ‘EAL New Arrival Profile’ for the student and distributes it to staff. Staff members use this for planning differentiation appropriate to the student’s level and ability. 

Stage 5 – 6 week Induction Program
1.	Initial reward for buddies
2.	Withdrawal once a week for 6 week Induction Program (letter sent home and note in journal)  
3.	Student shadowing by the EAL Coordinator and feedback to teachers on differentiation
4.	6 weeks Racing to Literacy Program as follow up if needed. (letter sent home and note in journal)
5.	Reassessment and update of the ‘EAL New Arrival Profile’. 
6.	Further support allocated accordingly. 

Assessment Procedures
All students deserve to have their achievements and progression recognized and the school’s curriculum reflects the different levels of attainment likely to be achieved.
Trinity fully embraces using a consistent nationally recognized system, which relates to the P scales for students with learning difficulties, the Language in Common Framework for EAL, and the National Curriculum levels of attainment, including exceptional performance for gifted and talented students.  All teachers monitor and review student progress using this assessment procedure.  In order to ensure accurate assessments are made, teachers annually moderate and standardize samples of student’s work and achievements across the curriculum.
In a case where a student is new to the country (New Arrival), the Local Authority will notify the school and the Admission Officer will invite the EAL Coordinator to take part in the Admission Interview, to help with the Induction Process. An Interpreter could be invited to the Admission Interview if necessary. 

For EAL students who are new to the country, an Initial Assessment will be conducted by the EAL Department soon after their Admission. The assessment can be in English and also in the First Language. This is to make sure that the student is assessed for their cognitive level and ability, not just for their level of English. This is to ensure that students are placed in the appropriate class, according to their ability. 
The assessment will enable the EAL Department to determine the appropriate support needed by the new student as shown in the following Provision Map: 

Below Level 2 NC English 

Student not literate in first language 

Student literate in first language

Induction to school. Homework club. 

Prepare for ‘Racing to Literacy’ Program

In class support where possible for core subjects. From year 9 – Community Language GCSE for most languages. 

6 week’ Induction Program’. 
6 week ‘Racing to Literacy’ 
EAL Homework Club

Withdrawal from lessons. 

Above Level 2 NC English

Support for students to achieve a Community Language GCSE. 

In class support in core subjects. 
EAL Homework club. 

Class teacher support via differentiation. Training, advice and resources for teachers from the EAL Department. 

Continuous assessment will be organized termly until the student will achieve above Level 3-4 in English. 
Other forms of support will continue after this stage (differentiation in class, in class support). 
For EAL students who are not new to the country we will receive information about their levels once the Admission has been done. Further assessments can be done at the request of staff by the EAL Department and appropriate support will be put into place. 
 
Professional Development
A deputy head teacher oversees the professional development of teaching staff. Staff members are kept fully informed about LA, national and regional training courses, seminars and networks which relate to inclusive practice.  Staff attending any courses are expected to disseminate and share their knowledge with other staff within the school.  Staff are also encouraged to observe good inclusive practice within school, and other schools.
Parent Partnership
At Trinity parents are seen as partners in the learning process.  All parents are welcome to contact the Head of Inclusion (SENCO) or the English as an additional language Coordinator if they have any concerns about inclusive educational provision.  Parents are strongly encouraged to keep in regular contact with the school regarding their child’s progress.  The home-school contract outlines how parents can support their children’s learning. Parents are also offered the possibility of taking the Community Language GCSE. 

Links with Other Schools and Further Education
Students from Trinity visit local primary and special schools for work experience. Visits are made by local primary schools to Trinity to give the students an insight into secondary school life. When EAL students go on to further education, links are made to transfer information about the students to ensure that support is continued if needed.

Evaluating EAL and Inclusion
The Governors sub-committee will review the work undertaken across the school and by the Trinity Centre through feedback by the named EAL Governor at full Governor's termly meetings. The EAL and Inclusion policy is reviewed annually.  Policy evaluation focuses on: establishing how effective the inclusion provision has been in relation to the resources allocated; the attainment of students in terms of attainment and progress, an annual report from the Head of Inclusion and the comments from the annual school survey.  In light of the findings, the policy is revised and amended accordingly.

This policy should be read in conjunction with Trinity school’s:
•	Admissions Policy
•	Assessment Policy
•	Anti-bullying Policy
•	Child Protection Policy
•	Disability Equality Scheme
•	Teaching and Learning Policy

2014

Appendix 1

The Objectives of the Governing Body in Making Provision for Students with EAL
•	To ensure that all students within Trinity have equal access to the curriculum unless disapplication applies.
•	To ensure that the equal opportunities policy of Trinity is enforced particularly in respect of students with special educational needs.
•	To make sure that information concerning special needs is disseminated to relevant departments and staff.
•	That sufficient learning support is provided within the school to facilitate the integration of students with special educational needs. That appropriate support modification of the curriculum will develop the full potential of students with special educational needs.

Arrangements for the Treatment of Complaints
How parents of EAL children can make a complaint about the provision made for their child in the school and how the school will subsequently deal with it.
If there is a problem with the provision of support made for an EAL student within the school, the parent may speak first to a Head of House or to the Head of Inclusion. The next stage, if the problem is not resolved, is to meet with the Head Teacher.