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English as An Additional Language (EAL)

Information Report 2020-2021

Most students will at various stages in their learning require additional support, some more than others, and at Denbigh we ensure that specific support is provided for those students for whom English is an additional language. We do this effectively by ensuring the following;

  • High standards and expectations of every child.
  • A child-centred approach to support and intervention.
  • Thorough communication with all stakeholders, especially the child and their parents.
  • Evidence-based intervention.

A strong and experienced team of support staff lead our work in this area and liaise closely with other staff and school leaders to get the very best out of students with English is an additional language.

Download our SEND English as an Additional Language (EAL) Report 2020-2021 here.

Click here to visit our SEND Special Educational Needs and Disability Report 2020-2021 page.

Who can you speak to with regards to EAL at Denbigh High School?

Every teacher will welcome discussions about your child and their EAL, however, you may need to speak to specialists within the Support for Learning Team who work more closely with children that have EAL.

Alternatively staff can be contacted directly through the school on 01582 736611.

1. ACCESS PROVISION FOR THOSE WITH ENGLISH AS AN ADDITIONAL LANGUAGE.

  • New staff are given English as an additional language awareness training through
    the new staff induction programme.
  • Specialist resources are provided for a range of languages across a variety of
    subjects.
  • Teachers are well informed of students’ individual language needs.

2. HOW DO WE IDENTIFY CHILDREN WITH ENGLISH AS AN ADDITIONAL LANGUAGE?

The identification process is critical in ensuring both accurate and specific support is put in place.

  • Initial EAL testing (reading, writing, mother-tongue competence).
  • Vigorous tracking and monitoring of the progress of all students.
  • Student observations including diagnostic assessments.
  • Effective communication between the child, parents and other stakeholders.
  • Skilled teachers and support staff who are trained to work with students with
    English as an additional language.

3. HOW DO WE SUPPORT AND ENSURE HIGH ACHIEVEMENT FOR CHILDREN WITH ENGLISH AS AN ADDITIONAL LANGUAGE?

Support for each child is personalised based on their individual needs and ability. Some examples of the way in which we ensure high achievement for children with English as an additional language include:

  • Having high standards and expectations for all.
  • Ensuring that high-quality teaching is a relentless focus for every teacher.
  • Regular professional development for teachers and teaching assistants to support
    the achievement of children with English as an additional language.
  • Highly skilled and effectively deployed teaching and assistants and learning mentors.
  • Effective collaboration and communication with the child, parents and relevant
    external agencies.
  • Specially designed Extra English programme which includes speaking and
    listening sessions, reading and comprehension as well as grammar lessons.

4. HOW DO WE EVALUATE THE EFFECTIVENESS OF OUR PROVISION FOR SUCH STUDENTS?

  • The SENDCo and/or other member of the SLT hold regular Learning Walks and
    observations to review effectiveness of teaching for children with English as an
    additional language.
  • Regular and rigorous monitoring of interventions.
  • We value the feedback and views from the child and their parents; this is completed
    through 1:1 consultations as well as student and parent surveys.
  • Scrutiny of provision through internal and external audits as well as quality
    assurance reviews.

5. HOW DO WE ASSESS AND REVIEW THE PROGRESS OF CHILDREN WITH SEND INCLUDING THOSE WITH ENGLISH AS AN ADDITIONAL LANGUAGE?

  • Vigorous tracking and monitoring of their progress.
  • Student progress meetings are held at subject and at a senior level to review
    student progress.
  • Subject review meetings are held termly which address the progress of children
    with English as an additional language across the curriculum.

6. WHAT IS OUR APPROACH TO TEACHING CHILDREN WITH ENGLISH AS AN ADDITIONAL LANGUAGE?

  • High standards and expectations for all children, including those with English as an additional language.
  • High-quality teaching in the classroom is always the core focus.
  • Effective differentiation to meet the individual needs of children with English as an additional language and ensure appropriate challenge and support.
  • When additional support and intervention is required, it is evidence-based and
    has high levels of impact.

7. WHAT ADDITIONAL SUPPORT FOR LEARNING IS AVAILABLE TO CHILDREN WITH ENGLISH AS AN ADDITIONAL LANGUAGE?

  • Induction programme.
  • Evidence-based intervention for numeracy, literacy and social communication.
  • Deployed Teaching Assistants working alongside children in mainstream lessons.
  • Additional English lessons.
  • Individual EAL resource pack.
  • After school sessions.
  • GCSE examination in first language.

8. WHAT ACTIVITIES ARE AVAILABLE FOR CHILDREN WITH ENGLISH AS AN ADDITIONAL LANGUAGE?

  • A comprehensive extra-curricular programme with various educational clubs on
    offer to support learning and communication skills.
  • A lunchtime club in the Support for Learning base enables children to have a
    smaller area to socialise and eat their lunch.
  • Targeted clubs, including leadership activities, take place daily.
  • Homework club takes place every day during lunchtime and after school.
  • Games and film club are also widely available during lunchtime.
  • EAL club at lunch time.

9. WHAT SUPPORT IS AVAILABLE FOR IMPROVING THE EMOTIONAL AND SOCIAL DEVELOPMENT OF CHILDREN WITH ENGLISH AS AN ADDITIONAL LANGUAGE?

  • Targeted intervention groups focusing on social communication.
  • The Wellbeing Mentors are available for students who need support.
  • Regular home school liaison.

Every teacher will welcome discussions about your child and their need, however you may need to speak to specialists within the Support for Learning Team who work more closely with children that have English as an additional language.

10. HOW IS EXPERTISE SECURED IN RELATION TO THOSE WORKING WITH CHILDREN THAT HAVE ENGLISH AS AN ADDITIONAL LANGUAGE?

Every teacher is a teacher EAL; however, we recognise the importance of having a highly skilled Support for Learning Team who work intensively with specific children. A strong and experienced team of support staff lead our work in this area and liaise closely with other staff and school leaders to get the very best out of students who face language barriers to learning:

  • There is regular training available for teaching staff.
  • Specific training takes place within the support staff.
  • Differentiation strategies shared across subjects.

11. WHAT ARE THE ARRANGEMENTS RELATING TO THE TREATMENT OF COMPLAINTS FROM PARENTS OF STUDENTS WITH ENGLISH AS AN ADDITIONAL LANGUAGE CONCERNING THE PROVISION MADE AT THE SCHOOL?

A copy of the complaints policy can be found on the school website for any parent of students with English as an additional language concerning the provision made at the school.

12. ARRANGEMENTS FOR SUPPORTING STUDENTS MOVING BETWEEN PHASES OF EDUCATION AND PREPARING FOR ADULTHOOD.

  • EAL induction.
  • Summer school.
  • Support for college applications.
  • College visits.
  • Support for parents re. college courses, apprenticeships.
  • Work experience supported by TAs - visits/settling in period.
  • Extracurricular visits.

13. HOW THE EFFECTIVENESS OF THE PROVISION MADE FOR STUDENTS WITH ENGLISH AS AN ADDITIONAL LANGUAGE IS EVALUATED.

  • Provision map.
  • Personalised learning outcomes.
  • Half-termly monitoring eg SfL interventions.
  • Parental engagement/feedback.
  • QAR.
  • Regular SENDCo review of intervention group practice.

14. EAL COMPLAINTS PROCEDURE.

If your child has English as an additional language, and you wish to make a complaint about the school.

1. Talk to the school’s Special Educational Needs Co-ordinator (SENDCo).
At Denbigh High School this is Miss A Walczynska.

2. Follow the school’s complaints procedure – which can be found here.