Educare

For Parents

EAL Policy

(English as an additional Language)

At Educare Small School we believe that learning is a lifelong process which should be a rewarding, enjoyable and fun experience for all children. Through our teaching we aim to equip all children with the skills, knowledge and understanding necessary to be able to make informed choices about the important things in their lives.

Children who are learning English as an additional language are often hampered from participating fully in the curriculum by the level of their communicative skills in English.

We aim for children with EAL:

· to become confident enough in speaking, listening, reading and writing to access the curriculum.

· to communicate effectively and interact with their peer group and adults.

· to play a full and active part in school life.

We have a percentage of children who have English as an additional language, some of these are in the early stages of learning English, others have varying levels of proficiency. They have diverse home languages, cultures and religions and we aim to make them and their parents feel welcome and at ease.

We do this in the following ways:

· The use of English is encouraged through structured play activities, social interaction and games i.e. children say good morning in each other’s home language, parts of the topic areas cover different cultures

· A visual timetable is used to help the child understand the programme of the school day

· Positive images of different cultures are promoted through the use of a range of books, dressing up clothes, displays

· Significant celebrations of all children are shared.

· Labels and welcome notices are displayed in the home language of all the children and staff.

· A welcoming admission process during the new child’s settling-in period includes support for their families/carers.

· Communication with parents is always respectful of their linguistic, cultural and religious backgrounds.

· Opportunities are provided for children, parents, carers and staff to share their home language, religious and cultural beliefs.

· Information about the ethnicity, religion, and cultural heritage of the child is asked for during the enrolment process.

Children with EAL have differing levels of proficiency in English. It can be an additional language or it can be completely new. The assessment of children’s levels of English and planning for their needs is important:

We do this in the following ways:

· Staff use the RBK EAL assessment form for the EYFS to inform their planning.

· Children have planned small group or one to one focused tasks in which they are introduced to specific vocabulary.

All staff have a responsibility for supporting and encouraging children to become fluent English speakers.

We do this in the following ways:

· Staff model the good use of English by extending sentences and encouraging children to do the same.

· Staff encourage children to speak clearly and audibly using more than single words as appropriate.

· Staff expect children to listen and respond when someone speaks to them.

· Teachers plan work in the context of the child's stage of fluency for developing the use of English.

· Teachers assess and track progress in speaking and listening.

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