English as an Additional Language Policy

At Educate U we promote that student who have English as an Additional Language fulfil their potential. They need to feel, safe, settled, accepted and valued in order to learn and develop.

We recognise and value their home language and heritage, making sure that all students feel welcome and ensuring the students and their families from minority ethnic backgrounds have the same access to information and support as all other students and parents. As a school, we are aware that bilingualism is an asset and that EAL students have a valuable contribution to make. We take a whole school approach, including ethos, curriculum and education against racism and promoting language awareness. We have several staff members who have EAL and are able to celebrate their culture and language with the students.

At Educate U communication is central to our identity. Therefore, the home languages of all students and staff are recognised and valued. Although many students acquire the ability to communicate on a day-to-day basis in English quite quickly, the level of language needed for academic study is much deeper and more detailed and can require continuing support for a number of years. Students do not stop being EAL. EAL students are entitled to the full Curriculum programmes of study and all their teachers have a responsibility for teaching English as well as other subject content. Knowledge and skills developed in learning the first language aid the acquisition of additional languages.

School context:

Currently within our school we do not have any students with EAL, but if a student was placed, we would follow the procedure below

On entry, the following information is gathered:

  • linguistic background and competence in other language/s
  • previous educational experience
  • family and biographical background

Victoria Read Head teacher will take the lead on EAL as part of the students transition into the school.

Planning, Monitoring and Evaluation

  • Targets for EAL students are appropriate, challenging and reviewed on a regular basis.
  • Planning for EAL students incorporates both curriculum and EAL specific objectives. Teachers

make sure that they support EAL children by making sure that they

  • Staff regularly observe, assess and record information about students’ developing use of language.
  • When planning the curriculum, our staff take account of the linguistic, cultural and religious

backgrounds of families.

Teaching Strategies

  • Classroom activities have clear learning objectives and use appropriate materials and support to
  • Scaffolding is provided for language and learning, e.g. talk frames, writing frames.
  • When appropriate the withdrawal of EAL learners from a mainstream class will be for a specific

purpose, time limited and linked to the work of the mainstream class; the subject/class teacher should be involved in all the planning.

Special Educational Needs and Gifted and Talented Students

  • Most EAL students needing additional support do not have SEN.
  • Should SEN be identified, EAL students have equal access to school’s SEN provision.
  • If EAL students are identified as Gifted and Talented, they have equal access to school’s provision.

Parental/Community Involvement

We value and encourage a close working relationship with all of our parents and advocate positive communication.


Susan Evans Director of Education

Date: 01/09/2021

Next review date: 01/09/22022