At Robert Shaw Primary School we are exceptionally proud of the rich diversity within our school community. Our pupils value their individuality, diversity and fantastic bilingual capabilities, which is showcased throughout our learning. We are proud to be a school where languages, cultures and identities come together.
For 87% of pupils who attend Robert Shaw Primary school, English is as an additional language. We are confident that we provide an ambitious and richly stimulating learning environment with excellent education which meets the needs of all our pupils, meaning that everyone is included. We want all of our pupils to feel challenged at the appropriate levels in order to achieve their full potential while feeling proud of who they are in everything that they do.
Here at Robert Shaw Primary School, we are fully committed to providing each pupil with the best possible learning environment for them to be able to maximise their full potential through use of our core values as they become ambitious learners. These are the three R’s; Respectful, Responsible and Resilient.
The school has been awarded with The School of Sanctuary Award. This means Robert Shaw Primary School has shown a safe and inclusive school environment, building understanding and empathy towards people seeking safety and working collaboratively to strengthen community approaches to welcoming refugee children and families.
EAL provision
Key Principles of Additional Language Acquisition
- EAL pupils are entitled to the full National Curriculum Programme of Study. All teachers share responsibility for developing pupils’ English language skills alongside subject content.
Pupils need to understand the key vocabulary and meanings used in each subject. This understanding cannot be assumed, so teachers must explicitly teach and model subject-specific language.
- Language is central to identity. Therefore, the home languages of all pupils and staff should be recognised and valued, and pupils should be encouraged to maintain and develop their first language.
While many pupils develop everyday spoken English relatively quickly, the language required for academic learning is more complex and takes longer to acquire. Pupils may need ongoing support with academic language for up to ten years.
- Language develops most effectively when used in meaningful contexts across the curriculum. Teachers should identify the language demands of tasks and plan accordingly. Teaching and support staff play a key role in modelling effective language use.
Knowledge and skills developed in a pupil’s first language support the acquisition of additional languages. It is important to clearly distinguish between EAL needs and Special Educational Needs.
Five Stage Model for Language Acquisition
- New to English language
A child new to English may:
- Use first language for learning and other purposes.
- Remain silent in the classroom.
- Copy/repeat some words and phrases.
- Understand some everyday English expressions but have minimal or no English literacy.
NOTE: A child at this stage needs significant EAL support
- Early Acquisition of English language
A child in early acquisition may:
- Follow day-to-day social communication in English.
- Begin to use spoken English for social purposes.
- Understand simple instructions and follow narrative/accounts with visual support.
- Develop some skills in reading and writing.
- Become familiar with some subject specific vocabulary.
- Developing Competence in English language
A child developing confidence may:
- Participate in learning activities with increasing independence.
- Express themselves orally in English but structural inaccuracies are still apparent.
- Requires ongoing support in literacy, particularly for understanding text and writing.
- Follow abstract concepts and more complex written English.
A child at this stage requires support to access the curriculum fully.
- Competent in English language
A child who is competent may:
- Be developing oral English well, allowing successful engagement in activities across the curriculum.
- Read and understand a wide variety of text.
- Written English may lack complexity.
- Demonstrate evidence of errors in grammatical structure.
- Still needs some EAL support to use complex material and tasks.
NOTE: A child at this stage can operate across the curriculum to a level of competence nearing to that of a pupil who uses English as his/her first language. They may still make grammatical errors and need support to develop their linguistic skills.
- Fluent in English language
A child at this stage may;
- Operate without EAL support across the curriculum
- Have a level of competence across the curriculum equivalent to that of a pupil who uses English as their first language
Assessment and Monitoring
- All EAL pupils are assessed in line with the school’s assessment procedures at Robert Shaw Primary School.
- All EAL pupils are also assessed by language proficiency in the four areas: Reading, writing, speaking and listening by their teachers.
- Staff have the opportunity to discuss pupils’ progress, needs and targets via weekly planning meetings and Pupil Progress Meetings with Senior Leaders.
- Progress in the acquisition of English is regularly assessed termly and monitored by the EAL Lead.
- Planning for EAL pupils incorporates both curriculum and EAL specific objectives.
- Staff regularly observe, assess and record information about pupils’ developing use of language.
- Staff use support strategies and adaptations to ensure curriculum access for pupil’s needs.
Targeted EAL interventions:
The Nuffield Early Language Intervention (NELI) is a structured 20-week programme aimed at supporting children aged 4-6 years improve oral language, vocabulary, listening, and storytelling skills. Children are assessed using Language Screen, a quick digital tool that evaluates speaking and listening skills in under 10 minutes. This helps identify children who need additional support and allows schools to monitor progress throughout the programme.
Flash Academy is a digital learning app and assessment platform designed specifically for English as an Additional Language (EAL) learners. The platform aims to enhance English proficiency in KS1-KS2 through interactive content to improve their language skills. At Robert Shaw Primary School, Flash Academy has been used to target “New to English Pupils” to help increase confidence and help children with settling in school while learning English.
These targeted interventions are conducted by Class Teachers and Teaching Assistants. These are monitored by the EAL and Senior Leaders.
Parent/Carer/Community involvement
At Robert Shaw Primary School we encourage parental and community involvement by:
- Providing a welcoming induction process for newly arrived pupils and their families/carers.
- Use translators and interpreters, where appropriate and available, to ensure good links are made between the family and the school.
- Utilise Language Ambassadors both peer and staff to support newly arrived parents/carers.
- Invite parents/carers to school events and coffee mornings.
- Identify linguistic, cultural and religious background of pupils and establish contact with the wider Community and RE and Diversity and Inclusion lead.
- Celebrate and acknowledge the achievements of EAL pupils.
- Recognise and encourage the use of first language for developing positive links between school and home.
- Support parents/carers, so that they can help their children at home.
EAL Co-Ordinator
Henna Shiekh
