EAL (English as an Additional Language)


The term EAL is used when referring to pupils where the first language at home is not English.

At Beam we aim to work together to meet the full range of needs of these children and their families, ensuring they all feel safe, valued and accepted in order to learn happily and effectively. For pupils who are learning English as an additional language, this includes recognising and valuing their home language and background.

As an inclusive school, we are aware that bilingualism is a strength that is embraced; recognising that EAL pupils have a valuable contribution to make. At Beam, we celebrate the diverse range of cultures, languages and religions represented by our pupils, their families and communities.

Upon admission, we assess the skills and needs of pupils with EAL and provide appropriate provision according to their needs. We use a range of different strategies to support children as they develop fluency for the English language, thus enhancing both their social and academic experiences within the school environment and encouraging every child to reach their full potentials.

How will we support your child?

  • Classrooms are socially and intellectually inclusive, valuing cultural differences and fostering a range of individual identities.
  • EAL children’s first language is recognised and it also recognised that he/she has the potential to become a bilingual adult.
  • EAL pupils’ strengths are identified and we encourage them to transfer their knowledge, skills and understanding of one language to another. Their self-esteem is also addressed through this.
  • We recognise that pupils with English as an additional language will need more time to process and answer both orally and in written format.
  • EAL pupils are allowed to use their first language to explore concepts.
  • Newly arrived EAL children are given time to absorb English (this is called the ‘silent period’ when children understand more English than they use – this will pass if their self-confidence is maintained). This period is supported with the providence of English ‘survival’ phrases and a ‘Buddy Booklet’.
  • EAL pupils are grouped in order to hear good models of English. Collaborative learning techniques are used alongside.
  • Speaking and writing in English are structured for different purposes across a range of subjects and EAL pupils are aware of these purposes.
  • Effective opportunities for talking are provided, to support all areas of learning.

In the nursery and reception, pupils learn English as an additional language by:

  • Building on children’s experiences of language at home, and in the wider community, so that their developing use of English and of other languages supports each other.
  • Providing a range of opportunities for children to engage in speaking and listening activities in English with peers and adults.
  • Providing support to extend vocabulary.
  • Providing opportunities for children to hear their home languages as well as English and as appropriate.

Who are the best people to talk to in this school about my child’s difficulties with EAL?

The Class/subject teacher:

  • Are aware of pupils’ previous educational experience and their background.
  • Knowledgeable about pupils’ abilities and needs in English and other subjects.
  • Identify learning gaps with the use of the EAL testing resources if necessary.
  • Use this knowledge effectively in curriculum planning, classroom teaching, use of resources and pupil grouping.
  • Raise concerns with EAL coordinator and SENCO.

The EAL Co-ordinator: Miss Nursimloo

Responsible for ensuring that:

  • Initial EAL assessments of newly arrived pupils are undertaken.
  • EAL benchmarking assessments are undertaken and reviewed for those who are not making expected progress.
  • Guidance and support to set targets and plan appropriate work ae given.
  • Standards of teaching and learning of pupils with EAL are monitored.
  • The effectiveness of the above and the progress of pupils is reported to the Head.
  • Progress is monitored and identified learning difficulties that may be masked by EAL are liaised with SENCO.

 The Executive Headteacher:  L.M. Culyer

Responsible for ensuring that…

  • All involved in teaching EAL learners liaise regularly.
  • Parents and staff are aware of the school’s policy on pupils with EAL.
  • Relevant information on pupils with EAL reaches all staff.
  • Training in planning, teaching and assessing of EAL learners is available to staff.
  • Targets for pupils learning EAL are set and met.
  • The effectiveness of the teaching of pupils with EAL is monitored and assessed regularly.

The EAL Higher Level Teaching Assistant: Mrs MasonThe EAL Higher Level Teaching Assistant: Mrs Mason

Responsible for ensuring that…

  • The necessary support is given for any EAL child who attends the school.

How can we support you with developing your English skills?

  • Our Parent Support Advisor, Mrs Huskie can provide information on ESOL courses and is available to answer any other queries that you may have on developing your English skills.
  • Mrs Mason runs a phonics, reading and writing session for parents every Wednesday morning between 9:00 am and 10:00 am. Please sign in at the main reception to attend.

Web links to help you support your English skills

Please click on the following web links below -

British Council – Ideas and games for pupils learning English http://learnenglishkids.britishcouncil.org/en/

Games to learn English – Games suitable for people at the beginning stage of learning English http://gamestolearnenglish.com/

Interactive English reading and spelling games http://resources.woodlands-junior.kent.sch.uk/interactive/literacy.html