Information Mainly white areas Information: Learning English in the Early Stages Background of the EAL learner Primary Assessment Key Stage 1 Beginners Key Stage 2 Home Home Page New Arrivals Secondary Secondary New Arrivals Secondary New Arrivals Secondary Parental Involvement Secondary Parental Involvement Secondary Parental Involvement Welcoming Environment Creating a Welcoming Environment Creating a Welcoming Environment Secondary Beginners Strategies Strategies for Beginners in Key Stage 3 and 4 Strategies for Beginners in Key Stage 3 and 4 Secondary Bilinguals Strategies for developing bilinguals in key Stage 3 and 4 Strategies for developing bilinguals in key Stage 3 and 4 Secondary Reading Secondary Strategies to Develop Reading Secondary Strategies to Develop Reading Secondary Writing Strategies Strategies to Develop Writing Strategies to Develop Writing Secondary Assessment

Young Man

Secondary>New Arrivals Key Stage 4

New Arrivals in Key Stage 4

All the good practice identified in local schools and nationally is based on EAL learners being better supported within their local school and community and involves providing effective induction, assessment and individual student programmes.

Pupils arriving in KS4 will have a wide variety of educational backgrounds. Many will be high achieving pupils who are keen to meet the educational challenges in UK and fulfil their potential.

Recommendations

Each school has a designated teacher with responsibility for EAL learners.

They will act as co-ordinator with the EAL & Diversity Team for referrals and assessment if necessary.

Each school follows an induction programme for the pupil.
  • The school has a post-16 plan for each EAL new arrival co-ordinated by the designated teacher with the support of Connexions, Careers, EAL Support Team and any other relevant agencies.

  • Careers education and guidance should encourage all pupils to fulfil their potential and not make negative assumptions about individual abilities, interests and dispositions.

  • Every attempt should be made to provide the pupil with the opportunity to follow a GCSE course in their first language.

  • Where additional support is needed the school may consider one of the following options :

(i) To admit the EAL learner to the year group below, allowing time to improve language skills and possible exam entry. The EAL Support Team may be consulted in order to ensure the child’s best interests are served.

(ii) New arrivals in Year 11 may benefit from part-school/part-college programmes. Schools may arrange for English classes at Bracknell & Wokingham College in order to establish flexible provision for Year 11.

Once admitted to school a place on an ESOL course may be purchased by the school if it is agreed that this will help meet the needs of the individual. Nonetheless, support remains school-based so that they receive a good level of pastoral support.

(iii) In cases where a EAL learner arrives very late in Year 11, the possibility of direct entry into an ESOL course at college may be considered. From May 2004, ESOL courses are free for EU nationals and residents, who are aged 16 or over.

(iv) For EAL learner who arrive late in KS4 with a background of interrupted or little education as in the case of refugees, the suitability of Basic Skills courses should be considered. These are run by Bracknell & Wokingham College for English students who would benefit from studying basic literacy and language skills.


contact details