Guidance on assessing children in the Foundation Stage who are learning English as an additional language 2008 Provider: EMASS

Aims to: Provide an overview of assessment requirements for EAL children in the Early years Give an opportunity for staff to become familiar with FSEAL

Guiding principles Language is central to our sense of identity and belonging in a community Linguistic diversity is a strength that is recognised and valued Provision is planned with respect for each child's cultural background Good practice observing EAL children is good practice for all Assessment must distinguish between a child’s English language acquisition and their development of knowledge and concepts Knowledge must be developed of a child’s home language experiences and knowledge so that planning is appropriate Children should have opportunities to develop and use their home language in play and learning

Conditions for learning and assessment Knowing what children can do, what come next and knowing when it is timely to intervene and when to hold back Self-initiated activities Note child's typical, consistent and independent learning behaviours over time

Making accurate, truthful and reliable judgements Many assessments can be made in home language: All scales in personal, social and emotional development All scales in mathematical development All the scales in knowledge and understanding of the world, physical and creative development First 3 scale points for communication, language and literacy Points 4 – 9 of communication, language and literacy must be assessed in English

Foundation Stage Profile Although the practitioner needs to know little or nothing in the child’s home language, it is important to consult parents when making judgements about the child’s interests and learning progress Settings need to pair children with peers or adults who share their language and with those who can give good models of English Observers can note what may be different rates of English language acquisition with respect to expressive and receptive understanding and competence It is crucial to evaluate the impact of the setting’s education provision and teaching methods

When knowledge of the child’s home language is required There are two exceptions to assessment in first language being easily carried out by a non-first language speaker: When looking to see if a child communicates freely, it could be a that a child is wary of talking about home and family. The setting needs to ensure that there are strong links with home and community. Where a child needs to have a developing respect for his r her own culture and beliefs, it is important that the assessor has some knowledge of this in order to measure. A child who cannot speak English fluently may still show an awareness of difference in first language.

FSEAL Developed by Tower Hamlets and Islington 4 strands –Interacting and being a communicator –Listening and questioning –Using words and understanding their meaning –Using conventions of talk and speaking with confidence 4 steps for each strand

Foundation Stage English as an Additional Language Assessment (FSEAL) Name: Interacting and being a communicator Understanding words and their meaning Listening, understanding and questioning Using conventions of talk and speaking with confidence Step: Key comments:

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