Good practice in excellent schools. Ethos of whole school. Teaching and learning. Government Acts & Educational guidance Parental involvement Out of hours involvement Partnership with other agencies Awareness of specific issues.

Headteacher Governors Senior management Teachers Additional adults LEA Pupils

Variety of strategies- including ICT High expectations Initial assessments and effective monitoring. Planning for EAL teaching- Awareness of possible specific issues for EAL pupils. Flexible approach Professional development.

National Curriculum. 2000: Statutory Statement on Inclusion 2000 Learning for All; The Standards for Racial Equality in Schools 2004 Every Child Matters : Change for Children Race Relation (Amendment)Act Swann Report Key Stage 3 Strategy Access and Engagement materials

Family learning-whole family integrate into wider community. Pupils achieve more Parents can assist others Talents bring social, cultural, economical benefits to community. Involved in trips, assemblies, celebrations, traditions, interpreting. Contributing helps all members feel safe and welcome.

Primary – increasing provide sports, games, play activities, creative arts, homework clubs, additional support with language, literacy, numeracy, ICT In Secondary- homework clubs, study groups-before, after school, during lunch, during holidays, weekends. Objectives- improve motivation, build self esteem, more effective learners, develop social language skills, make new friends, have fun & enjoyment, tackle social exclusion.

Same entitlement to multi-agency working as all pupils. Can aid integration into the community. Using LA, volunteer organisations, specialised services.

Possible trauma Possible feelings of anxiety, fear, frustration, helplessness, separation, financial hardship, difficult journey. Need some basic language acquisition knowledge Explore possibilities of dual textbooks in heritage language. Celebrate linguistic and cultural diversity Possible silent period and go at the pace of the child.

Pupils learning EAL share many common characteristics with pupils whose first language is English, and many of their learning needs are similar to those of other children and young people learning in our schools. However, these pupils also have distinct and different needs from other pupils by virtue of the fact that they are learning in and through another language, and that they come from cultural backgrounds and communities with different understanding and expectations of education, language and learning.