Ashton, Manchester

English as an Additional Language (EAL) Policy

Policy Created: January 2020
Reviewed by: Grace Speakman
Review Date: January 2021

Aims and Ethos of the School

Safe Start maintains a focus on high aspirations and expectations for young people with
English as an Additional Language (EAL), and seeks to provide an education which will
enable them to achieve their best, become confident individuals living fulfilling lives, and
make successful transition into adulthood.

Pupils with EAL come from a wide variety of countries, often speak two or more
languages and have English skills varying from pre-intermediate to advanced. They bring
a wealth of prior learning experiences and enrich the school with their diverse cultures.

The school aims to enable pupils with EAL to achieve their potential by adopting a whole
school approach to supporting their learning. The pupils are supported in accessing the
academic curriculum through the development of their subject specific academic English
language skills through ongoing liaison between teachers of EAL and the subject


Assessment of EAL Admission: Non-native speaking applicants sit an age
appropriate examination prior to entry to determine the number of one to one or small
group support lessons they would need to access the whole school curriculum.

The development of their general English language skills is monitored continually, and as
pupils progress through the school, the number of EAL lessons each year usually
decreases gradually, depending on progress made.


Planning provision Whole School:

SLT reviews school tracking data with the Headteacher, to screen for EAL pupils in need of additional support. Action to address such need is identified and overseen by the SLT.

Individual: The SLT identifies individual classroom support strategies for EAL learners, and communicates them to all teachers, and on an individual basis, in response to specific requests.


Implementing Support Types of support available:

Pupils may attend between 1 and 4 EAL lessons per week (according to the results of the pre admission assessment, and academic progress thereafter).

Lessons are either individual or in small groups of up to ten pupils. In these EAL lessons, the EAL teachers carry out the following:

  • Liaise with other members of the school staff and plan termly academic, and pastoral
  • Provide pupils with extensive practise in listening, speaking, reading and writing, and
    keep records of pupils’ progress in the four skill areas.
  • Extend and consolidate pupils knowledge and use of grammar, vocabulary and pronunciation using a communicative approach.
  • Provide the linguistic support to enable pupils to succeed academically in coursework and lessons.
  • Encourage pupils to develop effective study habits and skills.


Monitoring Progress Progress tracking and reporting:

Progress in EAL pupils is monitored internally and reported to parents termly through the school reporting system.

The school has an individual progress tracking and reporting system in place which is also used to track the progress of EAL pupils.

The Headteacher reviews school tracking data with the Curriculum Lead to monitor the progress of EAL pupils in relation to all other pupils.

In-Service Training for Teachers: Staff skills will be audited, and subsequent and ongoing in service training has been arranged, including a whole school staff inset
session on the role, relevance and teaching of subject specific academic language, small
group training sessions on both academic and pastoral issues and the meeting with staff
on request, by the SLT to ensure all staff are able to employ effective differentiation
strategies for EAL pupils.

In addition, the promotion of awareness and understanding of cultural and linguistic differences and similarities within the school community and any implications in the support of the pupils they may have takes place on an ongoing basis.

Parent/Guardian Involvement:

Progress of EAL pupils is reported through the school’s reporting system, and shared with parents/carers who attend Parent/Carer consultation evenings by the SLT.

Parents/carers are contacted by email should the need arise, and any communication made to the SLT is answered promptly.

All communications are shared with tutors.