The Federation of St George's RC Primary School with Our Lady & St Peter RC Primary School

Our Lady and Saint Peter RC Primary School

Children at the Centre ~ Jesus at the Heart

Saint George’s RC Primary School

We Love, Live, Learn in the Light of Christ.

English as an Additional Language Policy

(see also SEN; Disability Equality Scheme; Inclusion, Admissions)

 

 

Introduction

 

In our school all our children are important, and this applies to all aspects of their education – their teaching

and learning, their achievements, their attitudes and their well-being. We encourage all our children to aim for

the highest possible standards, and we take account of each child’s individual needs and experiences.

 

A number of our children have particular requirements with regard to learning and assessment, and these are

linked to their progress in learning English as an additional language.

 

Children who are learning English as an additional language have linguistic skills similar to those of

monolingual English-speaking children. Their ability to participate in the full curriculum may well be in

advance of their current ability to communicate in English.

 

Research suggests (despite some commonly-held beliefs to the contrary) that being a speaker of more than

one language is not a disadvantage to educational achievement; indeed multilingualism is associated with

success. This school recognises the importance of community languages in their own right, and the ability of their speakers to acquire other languages.

 

In addition to working with the children we understand the importance of working with the whole family and ensure that those families that may find the English language difficult are not hindered in being able to liaise with the school and are supported in ways to help raise the attainment of their children

 

Aims and objectives

 

Underlying the National Curriculum is the entitlement of all children to access certain areas of learning, and thereby to acquire the knowledge, the understanding, the skills and the attitudes that are necessary not only for their self-fulfilment, but also for their development as responsible citizens. We seek to honour this entitlement through the education that we provide in our school.

 

The aim of this policy is therefore to help ensure that we meet all the needs of those children who are learning English as an additional language. This is in line with the requirements of the Race Relations Act (1976).

 

Teaching and learning style

 

In our school teachers use various methods to help children who are learning English as an additional language, especially developing their spoken and written English by:

 

  1. Ensuring that vocabulary work covers the technical as well as the everyday meanings;
  2. Covering not just key words, but also metaphors and idioms;
  3. Explaining how spoken and written English have different usages for different purposes;
  4. Providing them with a range of reading materials, to exemplify the different ways in which English is used;
  5. Giving them appropriate opportunities for talking, and using talking to support writing;
  6. Encouraging them to relate one language to another;

 

Also ensuring their access to the curriculum and to assessment by:

 

  1. Using texts and materials that suit their ages and learning stages;
  2. Providing support through ICT, video and audio materials, dictionaries and translators, readers and amanuenses;
  3. Using the home or first language where appropriate.

 

 

 

EAL and inclusion

 

In our school we value each child as a unique individual. We will strive to meet the needs of all our children, and to ensure that we meet all statutory requirements related to inclusion. All children in our school follow the requirements of the National Curriculum. Children with English as an additional language do not produce separate work. We provide learning opportunities that enable all pupils to make good progress. We strive hard to meet the needs of all pupils learning English as an additional language, and we take all reasonable steps to achieve this.

 

In certain cases children maybe withdrawn from class to receive EAL support. This is after discussion with the EAL Coordinator and class teacher who may feel that the child needs extra practical support either on a one to one basis or in small groups to develop basic language concepts.

If this is decided on, the withdrawal sessions will be on a rolling programme to ensure the child does not miss certain areas of the curriculum.

 

In the Foundation Stage we provide opportunities for children to develop their English, and we provide support to help them take part in activities using practical apparatus and visual aids to support language development.

 

The Foundation Stage helps children learning English as an additional language by:

 

  1. Building on their experience of acquiring language at home and in the wider community, so that this experience supports their developing use of English;
  2. Providing a range of opportunities for them to engage in English speaking and listening activities, with peers and with adults;
  3. Providing bilingual support to extend vocabulary;

 

 

Assessment for learning

 

The assessment arrangements and key skills within the new National Curriculum allow us to make special arrangements for children who are learning English as an additional language.

 

In the mathematics tasks and tests at Key Stage 1 we help EAL children by translating English words or phrases in the assessment materials, or non-English words or phrases that the children use in their responses.

 

The EAL Coordinator or specially trained teaching assistants in EAL help children during the Key Stage 1 and Key Stage 2 assessment period.

 

Monitoring and review

 

This policy is monitored by the governing body, and will be reviewed in two years, or earlier if necessary.

 

 

Signed: Stella Clarke – EAL Coordinator

 

 

Date: January 2017

 

 

English as an Additional Language Policy.doc