Being an international school with children coming from so many different countries, we provide strong support for children who are new to the English Language or require additional support in their English language acquisition.
An exceptional, award-winning team of EAL specialists help students settle in quickly with tailored programmes based on their proficiency and age group.
The Language Acquisition model used in the Foundation Stage is ‘Total Early Immersion’ in English. This is where children in the Foundation Stage spend almost 100% of their time in the classroom using English. The goal of this approach is to encourage the children to learn the second language spontaneously and organically, through play and through interaction with peers and adults. This approach is based on evidence-based research in Early Years Language Acquisition and Bilingual/Trilingual experiences of Early Years learners.
Our learning environments are language rich with lots of print in English. As well as this, we use visual aids such as visual timetables, symbols and Makaton to support children with their language development and understanding.
As Communication and Language is one of the prime areas of the EYFS curriculum, opportunities for speaking and listening are embedded in everything we do. We model and extend children’s language and encourage them to express themselves in different ways. If any of our learners experience any difficulties in acquiring the English language, our team will work closely with the children and their parents to provide the necessary support and intervention for them.
The EAL team’s primary focus is to ensure that all pupils learning English as an additional language are given the opportunity to overcome any barriers to learning, ensuring that their full range of needs is met.
This is achieved by:
Delivering a broad, balanced curriculum which reflects the needs of children for whom English is an additional language
Providing a safe, welcoming and stimulating environment which incorporates the use of visuals and dual language translations as a means of recognising the critical role of a pupil’s home language in the acquisition of additional languages
Pupils who are identified as requiring additional support from a member of the Primary EAL team are supported more specifically by:
Personalised provision in class or withdrawal of 1:1/small groups with a dedicated member of the EAL team in the four skill areas: Listening and Understanding, Speaking, Reading and Writing
Providing lessons which are tailored to each individual/groups needs evident through a baseline assessment completed upon arrival to determine the pupil’s level of English proficiency
Developing both their social and cognitive language skills, reading and writing in English in order to fulfil their academic potential through the use of specific EAL software, games, activities and resources
Providing EAL pupils with support and strategies to help them reach year group expectations
The main aim of the Secondary EAL Department is to ensure that all EAL pupils have an environment in which they can thrive both socially and academically. We want our pupils to be happy and settled at school; and we enjoy helping them to transition and adapt to their new surroundings. We provide strong pastoral care with a nurturing House System that strengthens our Secondary community and provides our pupils with a range of events in which to get involved.
In personalised classes of 1:1 or small groups, we develop our pupils’ proficiency in the four key skills of Listening, Speaking, Reading and Writing; with a focus on the understanding and application of English grammatical rules; through the delivery of a broad, balanced curriculum that reflects our pupils’ interests and requirements. In order to improve their aural skills, pupils listen to a range of native speakers with different accents. To build oracy, we provide an encouraging and supportive setting in which pupils can express themselves and increase their confidence when speaking. Our pupils have access to a range of differentiated reading material on a wide variety of topics. With the purpose of correctly applying their grammatical knowledge and to further improve written work, pupils complete a range of writing tasks. This includes a programmme, based on adapted examination questions. Pupils learn how to apply their linguistic ability and the assessment criteria to produce increasingly detailed, clear and accurate messages.
Pupils expand their range of vocabulary, including subject-specific language and academic English to ensure growing access to the full curriculum, thereby enabling them to fulfill their academic potential. In accordance with pupils’ needs, time is given each week within EAL lessons to the review and deepened understanding of different subjects thereby ensuring an increased understanding of class content and homework. This is supported with additional resources and dual translation as required. As advocates for translanguaging, we value home languages and know the pivotal role they play in the acquisition of additional languages. Furthermore, we undertake projects on cultural aspects of the Anglophone world. All of this work is designed to build English skills and independence, in preparation of both internal and external examinations.
When EAL pupils join our Secondary School, they complete a baseline assessment to determine their level of proficiency and our lessons are tailored according to each individual’s needs.
We use The Bell Foundation’s “EAL Assessment Framework for Schools: Secondary”, which allows us to provide pupils and teachers with the highest level of support and accessibility. The framework supports us in assessing our students’ progress over time in the four key skills of: Listening, Speaking, Reading & Viewing and Writing.
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