New Arrivals Excellence Programme Guide

8/9/2019 New Arrivals Excellence Programme Guide

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New Arrivals

Excellence Programme

Management guide

Curriculum

and Standards

Guidance

Strategy managers,

Ethnic Minority

Achievement

managers and

consultants,

headteachers,

teachers and

teaching assistants

in primary, middle

and secondary

schools

Status: Recommended

Date of issue: 03-2008

Ref: 00041-2008DWO-EN


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New Arrivals Excellence Programme: Management guide

Primary and SecondaryNational Strategies 00041-2008DWO-EN Crown copyright 2008 1

NewArrivalsExcellenceProgramm

e:Managementg

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How to use this guide

This guide is intended to support senior leaders in the welcome, induction and inclusion o

newly-arrived pupils learning English as an additional language (EAL) through rigorous sel-

evaluation and targeted action. It is closely aligned to other aspects o school improvement.

The major areas o ocus or the guidance are:

leadership and management;

developing teaching and learning;

engagement, support and intervention.

This guide should thereore be used in conjunction with other key guidance documents such as:

New Arrivals Excellence Programme: Guidance (Re: 00650-2007BKT-EN)

New Arrivals Excellence Programme: A resource to support the development of induction

procedures for new arrivals (Re: 00426-2007DVD-EN)

Unlocking potential: Raising ethnic minority attainment at Key Stage 3 (Re: 0579-2002)

A language in common the assessment of English as an additional language

(QCA/00/584)

Assessing pupils progress in English at Key Stage 3 (Re: 1789-2005 CDO-EN)

Excellence and Enjoyment: Learning and teaching for bilingual children in the primary years

(Re: 0013-2006DCL-EN)

Tracking for success (Re: 1545-2005FLR-EN)

Tackling underperformance: a guide for school leaders (Re: 0758-2004 G).

Beore using the guidance, senior leaders will need to:

complete the accompanying school sel-evaluation grid in Section D;

identiy priorities and develop an action plan;

agree a time line or tackling the priorities.


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Primary and SecondaryNational Strategies 00041-2008DWO-EN Crown copyright 20082


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Contents

This guidance is divided into the ollowing our sections:

Section A: Leadership and management page 5

Planning or new arrivals (roles and responsibilities)

Section B: Teaching and learning page 9

Ongoing support (developing classroom practice, trackingand monitoring progress)

Section C: Engagement, support and intervention page 12

Section D: School self-evaluation tool page 14


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The three Waves: A commonapproach to interventionsupport

The National Strategies advocate a systematic approach to teaching based on three waves o

tailored support. Schools will need to use a waves approach to plan, design and tailor eective

and appropriate provision. This guidance is aimed primarily at the development o Wave 1 and

Wave 2 intervention support while recognising the potential need or initial, time-limited Wave 3

support or new arrivals. The three Waves are outlined below.

Wave 1 Tailored teaching in classesWave 1 teaching is high-quality, inclusive teaching supported by eective whole-school policies and

rameworks, clearly targeted at all pupils needs and prior learning. This must be based on planningand schemes o work designed to move all pupils rom where they are to where they need to be.

Where large numbers o pupils share the same learning needs, the best solution is to adjust the

planning to cater or them. It means setting a new trajectory or the learning programme to take

pupils to where they need to be in terms o age-related expectations. Eective Wave 1 teaching

anticipates the needs o pupils based on good use o yearly transition data and inormation.

Wave 2 Wave 1 plus additional, time-limited,tailored intervention support programmesWave 2 teaching is designed to increase rates o progress and secure learning or groups o

pupils that puts them back on course to meet or exceed national expectations. This usuallytakes the orm o a tight, structured programme o small-group support, careully targeted and

delivered by teachers or teaching assistants who have the skills to help pupils achieve their

learning objectives. This can occur outside o (but in addition to) whole-class lessons, or be built

into mainstream lessons as part o guided work. Critically, intervention support needs to help

pupils apply their learning in mainstream lessons. Intervention programmes need to be closely

monitored to ensure that they meet pupils needs and are impacting on learning progress. The

emphasis is on support or pupils who can get back to achieving age-related expectations. The

outcome o Wave 2 intervention is or pupils to be back on track to meet national expectations

at the end o the key stage.

Wave 3 Wave 1 plus increasingly individualisedprogrammes, based on independent evidence ofwhat worksExpectations or Wave 3 teaching are to accelerate and maximise progress and minimise

perormance gaps. This will involve support provided by a specialist teacher, highly-trained

teaching assistant or academic mentor. This support or pupils will be one to one or with very

small groups, to support pupils towards the achievement o very specic targets.

The Waves model provides a useul tool to support ecient curriculum planning, inclusive

teaching and personalised approaches to address diverse needs. It provides a common

language that emphasises a curriculum response that can reduce the need or highly

individualised strategies.


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New arrivals and the schoolimprovement cycle

The diagram below illustrates a school improvement cycle o; review, plan, implement and monitor,and evaluate. Each section o this guidance shows how the process can be used to identiy and

tackle common priority areas and how these can be monitored and evaluated over time.

The cyclical process outlined is designed to lead schools rom monitoring and evaluating impact

into a urther review o systems, processes and practices which in turn leads to planning and

implementing urther improvements.

Leadership and management

Making effective use of data

Admissions and assessment

Pupil welcome, engagement

and support

Curriculum planning, teaching

and learning

Parent/carer partnerships

Review current

provision

Implement

improvements

Plan

improvements

Monitor and

evaluate


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Section A: Leadership andmanagement planning fornew arrivals (roles andresponsibilities)

Newly-arrived English as an additional language learners are not a homogeneous group.

Some new arrivals, or example, may be new to English; some may have achieved social but

not academic fuency and some may be advanced bilingual learners. In addition, a complex

interplay o actors such as language development in English and the rst language(s), the

pupils experience o working in more than one language, their culture, ethnicity, previous

educational history and socio-economic status will all orm part o their experience.

Step 1 ReviewHaving used the school sel-evaluation tool, senior leaders will have a clear view o the areas or

development in the current provision or newly-arrived bilingual learners.

Senior leaders to:

carry out a school audit o current policy and practice or the admission o bilingual new arrivals;

use the audit to draw up a plan o action that will enable the school to be better prepared or the

welcome, admission and induction o new arrivals.

Middle leaders (including subject, pastoral and Ethnic Minority Achievement (EMA) coordinators) to:

analyse school data by ethnicity, gender, rst language, date o arrival to the UK and length o

time in school and decide how newly-arrived English as an additional language learners are doing

in each year/group/class/core subject. Match data to provision to determine eectiveness o

current policy and practice;

collect the views o pupils regarding provision or new arrivals.


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Step 2 Plan

The ollowing actions will support senior and middle leaders in establishing a plan to acilitate the

integration o new arrivals into the school:

Senior leaders to:

plan, discuss and agree with middle leaders a whole-school coordinated approach to the

welcome, admission and induction o new arrivals;

write and disseminate a whole-school policy on the welcome, admission and induction o new

arrivals;

ensure that the policy is aligned with other whole-school initiatives and integrated into the school

improvement plan;

agree processes or monitoring and evaluating the eectiveness o the policy;

plan a continuing proessional development (CPD) programme based on the ndings o the

review above.

Middle leaders (including Ethnic Minority Achievement coordinators) to:

work with class teachers/tutors and subject teachers to ensure that the policy is known,

understood and translated into action;

ensure class teachers/subject teachers are notied in advance that they will be receiving a new

arrival and that the timing o the induction into class is appropriate;

ensure that the class/tutor/subject teacher has prepared class buddies/mentors and has

prepared a welcome pack or the new arrival;

plan a coordinated approach or the allocation o additional adults. It is recognised good practice

or schools to have an induction mentor, this could be a teaching assistant (TA) who takes on this

role only when there are new pupils;

identiy the location o appropriate materials or arrange the purchase o new materials, i

necessary: visual support to access the curriculum is essential or bilingual new arrivals. Bilingual

dictionaries, dual language texts and curriculum-based material in the pupils rst language andrefecting their culture will all enhance the welcome and induction process. Relevant arteacts and

tangible objects oering a hands on approach will enhance the learning or younger pupils in

particular;

ensure that it is understood that every teacher (not the Ethnic Minority Achievement teacher) is

responsible or supporting the new arrival within their classrooms;

ensure that schemes o work/lesson plans provide an appropriate level o cognitive challenge with

appropriate language scaolding or newly-arrived English as an additional language learners;

support sta in revising group and individual curricular and language targets in their subject.


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Step 3 Implement

Prior to arrival

Senior leaders to:

ensure that appropriate CPD is provided on meeting the needs o new arrivals;

help subject teams, class teachers and any additional sta to work collaboratively to implement

the agreed actions rom the review and the agreed school policy;

ensure that the parents/carers o newly-arrived pupils receive accessible, translated inormation

about the school and how it will be able to support them and their child.

Middle leaders to ensure that:

sta are brieed prior to the new arrival joining the school;

pupils are prepared or a new arrival joining the class/school;

playground supervisors and other support sta are also brieed on eective ways o supporting

newly-arrived pupils.

For admissions interviews

Senior leaders to:

ensure that access to interpreters is available or initial assessment/interview;

ensure that appropriate training is given to any sta who carry out initial interviews with bilingual

new arrivals and that they are sensitive in their approach to asking questions;

ensure that the interviews take place in a suitable location where amilies o new arrivals will be

able to experience privacy;

ensure that inormation gathered at the interview covers: previous educational history, literacy in

rst language, health concerns and clear contact details especially i parent/carer does not speak

English;

make sure that the inormation given to parents includes: times o the school day, school rules,

inormation about important dates, essential uniorm and equipment and that it is available in a

range o languages or visually presented and thereore accessible;

give parents inormation about support available, or example, with school uniorm and ree

school meals (FSM) and help parents/carers complete school orms;

delay the starting date or the new arrival to allow parents/carers time to access services and buy

uniorm and equipment as well as time to allow the school to share inormation about the new

arrival and put into place any support needed;

ensure that year group/class/teacher allocation is given careul thought and new arrivals are not

placed automatically in lower sets/groups keep this under constant review;

consider what inormation about the new arrival is shared with the class avoid making

assumptions.


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Once new arrivals have started

Senior leaders to:

support class and mainstream teachers in tailoring their lesson plans to meet the needs o newly-

arrived English as an addtional language learners;

ensure collaboration between colleagues including Ethnic Minority Achievement sta in planning

to meet the needs o newly-arrived English as an additional language learners;

ensure that developing practice is shared;

ensure that appropriate curricular and language targets are set;

gather and share inormation to establish an overview o the support provided or newly-arrived

English as an additional language learners;

ensure that any support provided or new arrivals delivered through withdrawal sessions is time

limited, linked to the curriculum, regularly reviewed and careully monitored.1

Middle leaders (including Ethnic Minority Achievement coordinator) to:

consider what inormation about the new arrival is shared with the class avoid making

assumptions;

consider what support arrangements are made or the rst day, rst month and rst term: the key

principle o access to the National Curriculum alongside peers should apply;

ensure that there are clear criteria or any intervention which involves withdrawing new arrivals

rom the classroom or a time-limited period;

ensure that targets include language development targets which should be addressed by all

proessionals working with the new arrival;

ensure that parents are involved in a review meeting ater 46 weeks to discuss the pupils

integration, academic progress, language development and targets;

ensure that when initial assessment takes place, it is ocused on subject knowledge and skills as

well as the pupils ability to express themselves in English.

Step 4 Monitor and evaluate

It is essential that the policy is regularly reviewed to ensure maximum and continuing impact.

Senior leaders to:

monitor and evaluate the eectiveness o the whole-school policy on induction and integration

in terms o both the attainment o newly-arrived pupils at class and whole-school level, and the

qualitative aspects o induction;

consider any additional CPD needs in the light o review ndings and eedback rom the early

stages o integration o new arrivals.

Middle leaders to:

review plans and schemes o work through lesson observations, work sampling and discussions

with teachers and pupils to ensure that the needs o bilingual new arrivals are being met;

work with additional and subject sta to ensure that targets or newly-arrived English as an

additional language learners are set and plans are in place or them to be reviewed each term;

collect and analyse data regularly to measure the progress o bilingual new arrivals.

1 This would be inappropriate or any children in Early Years Foundation Stage except under very exceptional

circumstances.


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Section B: Teaching andlearning ongoing support(developing classroompractice, tracking andmonitoring progress)

The key to success in meeting the needs o newly-arrived English as an additional language

learners is to enable curriculum access and create the ideal conditions or learning: an

environment where pupils eel sae and valued and can experience a sense o belonging and

where they can see themselves refected in the school, in the classroom and in an inclusive

curriculum. Alongside this are the undamental tenets o the pedagogy or pupils or whom

English is an additional language.

Key principles for English as an additionallanguage learnersUnderpinning the advice on teaching and learning are certain pedagogical principles drawn

rom many years research on eective practice in English as an additional language:

English as an additional language learners at any level o fuency have a right o access to

the National Curriculum and Early Years Foundation Stage.2

Language development arises rom an oral and cognitive interplay between language and

subject: decontextualised language activities are rarely productive.

Pupils acquire English rom socialising and collaborating with peers as well as learning rom

explicit teaching.

Talk and collaboration are essential elements in eective teaching and learning and in

developing secure literacy skills.

The aim o good teaching or Early Years Foundation Stage learners is to scaold the

learners progress to independence.

Bilingualism is an asset, and the rst language has a continuing and signicant role in

identity, learning and the acquisition o additional languages.

Cognitive challenge can and should be kept appropriately high through the provision o

linguistic and contextual support.

Language acquisition goes hand in hand with cognitive and academic development, with

an inclusive curriculum as the context.

2 Early Years Foundation Stage is not part o the National Curriculum. It is a statutory but non-compulsory phase oeducation and care.


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Step 1 Review

Senior leaders to:

collect perormance data analysed by ethnicity, rst language and English as an additional

language status;

analyse data in terms o progress and attainment;

review how well the school is doing by its newly-arrived English as an additional language

learners;

review CPD needs o all sta working in the classroom with newly-arrived English as an additional

language learners.

Middle leaders to:

be aware that the majority o bilingual learners will tend to progress aster than their monolingual

peers, gradually closing the attainment gaps;

ensure that appropriately challenging targets are being set.

Step 2 Plan

Senior leaders to:

ensure that sta long-term aspirations or new arrivals are the same as those or other pupils and

that they are being addressed across the school;

plan a CPD programme according to the ndings o on-going review, monitoring and evaluation.

Middle leaders to:

work with other curriculum coordinators to use a range o quantitative and qualitative data to

identiy specic aspects o language development which require ocused work;

support colleagues to develop their expertise in meeting the needs o newly-arrived English as an

additional language learners;

support colleagues to develop their knowledge o the linguistic, cultural and religious

backgrounds o pupils and their amilies and the social and political actors which aect their lives.


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Step 3 Implement

Senior leaders to:

ensure that new arrivals have access to the additional opportunities that the school has to

oer, or example, does the school monitor attendance at homework club and other voluntary/

extracurricular activities?

provide appropriate CPD to all sta to support them in ensuring teaching meets the needs o new

arrivals with English as an additional language;

ensure that new arrivals are appropriately included on the register o gited and talented pupils;

model and promote values, attitudes and behaviour supportive o race equality.

Middle leaders to:

ensure that teachers are aware that English as an additional language learners who are fuent in

social situations might still require considerable support in using academic English and that this is

provided;

support colleagues to identiy the language demands and language development opportunities

when planning;

support colleagues to ensure that learning builds on pupils previous experience;

support colleagues to develop their expertise in using a range o strategies to scaold language

and learning;

support colleagues to provide opportunities or speaking and listening or a range o purposes

and audiences across the curriculum.

Step 4 Monitor and evaluate

Senior leaders to:

ensure the CPD programme is impacting both on the quality o learning and teaching and on the

attainment and progress o newly-arrived pupils;

monitor the gited and talented register by ethnicity and language to ensure appropriate

representation o newly-arrived pupils;

keep the progress o newly-arrived pupils under systematic and rigorous review.

Senior and middle leaders to:

monitor and review requently all systems o induction and support that are put in place to

acilitate the integration o new arrivals. This includes admission, initial assessment, tracking and

monitoring systems and in-class activities;

view these systems as fuid and fexible and capable o responding to demographic changes in

the school population;monitor and review classroom practices to ensure they meet the needs o new arrivals;

monitor the impact o learning and teaching to ensure appropriate progress is being made by

new arrivals within lessons and over time.


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Section C: Engagement,support and intervention

While the major ocus in this guidance is to plan or the welcome, induction and integration onewly-arrived English as an additional language learners, you will also need to consider how the

school can respond to the dierent needs o new arrivals in a more holistic way.

Engagement reers to the way in which newly-arrived English as an additional language learners and

their parents/carers are made to eel part o the school. This could be through:

active involvement in learning;

encouragement to participate in the lie o the school, or example through team activities or other

events;

being asked their views;

being involved in the development and operation o systems and policies;

seeing their lives, languages, experiences and cultures refected in all aspects o the school, rom

the corridor and classroom displays to the curriculum content;

ensuring that parents and carers rom minority communities know that the rst language has

a signicant and continuing role in their childs learning, that the school values bilingualism and

considers it to be an advantage;

celebrating dierent orms o achievement, such as success in community language

examinations;

supporting the development o links with supplementary and community schools including

madrasahs.

It is recommended that senior leaders prioritise each o these aspects over a period o time or action

in the school improvement plan. Some aspects, such as the content o displays, are relatively easy

to review and act upon; others, such as partnerships with the community, take longer to develop in a

meaningul way.


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Support is the way in which the school recognises the dierent needs o newly-arrived English as an

additional language learners and their parents/carers and provides additional input to allow equality o

access. This could be through:

use o interpreters to encourage participation;

variation or dierentiation o the curriculum;

use o sta such as bilingual classroom assistants to enable enhanced access to the curriculum;

availability o resources such as bilingual dictionaries, arteacts and visual stimuli appropriate to

the age o the pupils;

a clear policy or support or English as an additional language learners in examinations;

For further details about assessment arrangements for newly-arrived English as an additional

language learners see the QCA website www.qca.org.uk

clear procedures or the admission o pupils outside normal transer times, including a welcoming

induction process and orms o social and academic support such as class buddies/mentors;

ensuring that parents/carers are aware o their rights o appeal against an admission or exclusion

decision;

ensuring that parents/carers are given advice in translation at key times, or example, Year 6 7

transer and or Key Stage 4 options in Year 9;

establishing good links with outside agencies and community organisations that can support

newly-arrived parents and carers;

devising and enacting strategies to ensure that parents and carers understand the schools

approach to learning and teaching and can participate as key partners.

These are tasks or senior and middle leaders in that both policy and operational issues are involved.

For example, senior leaders will need to analyse the data on attendance at parents meetings and

develop policy guidelines, while middle leaders will need to develop the operational aspects such as

how to book and organise the work o interpreters.

Personalised intervention is the active targeting o a pupil or group o pupils at risk o

underachievement. This would be Wave 3 tailored support and could take the orm o personalised

learning through:

targeted teaching in dierent groupings or specic purposes, time-limited, linked to the

curriculum, monitored and evaluated;

targeted support at homework or study support sessions;

mentoring and/or academic tutoring or vulnerable pupils such as reugees and asylum seekers.

While the actual targeting o individual pupils is likely to be organised by middle leaders, senior leaders

need to develop clear policy guidelines on how and when intervention strategies are used to meet the

needs o dierent groups o pupils. There will also need to be careul evaluation o the impact o such

strategies with a regular review o how such resources are allocated.


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Section D: School self-evaluation tool

The ollowing table is a tool designed to support school sel-evaluation and is reerenced to theOsted sel-evaluation orm (SEF) or secondary and primary schools.

The Aspect headings are organised in such a way that they refect the three main sections o

this guidance:

Aspect A: Leadership and management

A1 Roles and responsibilities

A2 Collecting and using data

Aspect B: Developing teaching and learning

Aspect C: Engagement, support and intervention

C1 Pupils

C2 Admission and transer

C3 Parent/carer partnerships

C4 Culture and ethos

The additional aspect A1 covers the leadership and management responsibilities that are a

thread through all three sections.

In the table, the column headed SEF is the reerence to the relevant part or section o the

Osted sel-evaluation orm. I the reerence is placed alongside the Aspect heading, it reers to

all the aspects in that section. Where there is a reerence alongside a single numbered aspect,

that reerence is in addition to the Aspect heading.

The boxes headed Not yet in place, Developing, and Well established are designed so that

you are able to make a judgment on your schools progress against the various aspects that

contribute to the achievement o newly-arrived pupils and consider what you might need to do

to make urther progress.

Your judgements should be supported by evidence that can be inserted at the appropriate

places in the grid and copied and pasted as required into your schools sel-evaluation orm.

Further Inormation on the sel-evaluation orm can be obtained rom: www.osted.gov.uk


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Ens

uringtheattainmentofnewly-arrivedpupils:schoolself-evaluation

Aspect

SEF

Evid

enceofpractice

A1:Leadershipandmanagement:role

sand

re

sponsibilities

6a

Not

yetinplace

Develo

ping

Wellestablished

Theheadteacherprovidesanactive

leadonensuring

1.

theattainmentonewly-arrivedpupils

Theschooldevelopmentplanhasclearobjectivesand

2.

strategiesorensuringtheattainmen

tonewly-

arrivedpupils

3c

TheschoolsCPDcycleincludesreg

ularprovision

3.

ortrainingorallstarelatedtothe

induction,

assessmentandongoingsupporto

rlearningand

teachingonewly-arrivedpupils

Perormancemanagementtargetsin

cludethose

4.

relatedtoraisingtheachievementonewly-arrived

pupils

AdditionalundingorEthnicMinorityAchievement

5.

isdeployedstrategicallyandisused

tosupportnew

arrivalsaswellasmoreadvancedEALlearners

F2

F3

F4

Theschoolmonitorsthedeploymen

toalladditional

6.

undingtoensurethatitisaddingva

lue

Theschoolactivelyrecruitsgovernorsrepresentative

7.

olocalcommunitygroups


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Aspect

SEF

Evid

enceofpractice

A2:Leadershipandmanagement:collectingand

us

ingdata

1a,1c1e

Not

yetinplace

Develo

ping

Wellestablished

Theschoolhasrobustandsensitive

systemsor

8.

collectingcontextualdataornewly-

arrivedEAL

learners,suchasrstlanguage(L1),

otherlanguages

spoken,literacyinL1,reugeestatusandlengtho

schoolinginsideandoutsidetheUK

Theschoolhasanestablishedtime

limitorthe

9.

collectionandanalysisoattainmentdata

Theschoolanalysesattainmentdata

byethnicityand

10

.L1toensureanaccuratepictureoprogressand

attainmentacrossallyears

Theleadershipteamanalysestheat

tainmentdatato

11

.identiytrendsinrelationtosubject,

keystages,year

groupsorclassesandensuresthattargetedactionis

takenasaresult

Theschoolhasclearsystemsorco

mmunicating

12

.ndingsrome

thnicityandrstlangu

agedataanalysis

toallstakeholders

Targetsaresetortheattainmento

allgroupso

13

.newly-arrivedEALlearnersoverallandprogressis

rigorouslymonitored

3a


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Compositionopupilgroupsismonitoredtoensure

14

.thatnewly-arrivedEALlearnersarenotplaced

inappropriatelyorover-representedinlowersets

2b

Optionchoicesareanalysedtoensu

rethatnewly-

15

.arrivedEALlearnersmakeappropria

teselections

3c

TheschoolensuresthatCPDisprovidedsothat

16

.middleandseniormanagersareskilledandcondent

ininterpretingandmakinguseoda

ta

6a

C6

C7


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Aspect

SEF

Evid

enceofpractice

B:Developingteachingandlearning:curriculum

planning,teachingandlearning

Not

yetinplace

Develo

ping

Wellestablished

Teachersareawareothedierence

between

17

.conceptualdevelopmentandEnglishlanguage

developmentandplanaccordingly

Teachersusearangeostrategiestoengage,

18

.motivateandaccelerateprogresso

rnewly-arrived

EALlearners

5ac

5e

Thecurriculumisculturallysensitive

andprovides

19

.opportunitiesorpupilstodiscussis

suesoidentity

andethnicity

Schemesoworkandlessonplansshow

evidenceo

20

.highexpectationsonewly-arrivedE

ALlearners

Lessonplansshow

evidenceothedevelopmento

21

.higher-orderthinkingskills

Lessonplansshow

evidenceointegratingspeaking

22

.andlisteningactivitiesintothecurric

ulum

Lessonplansshow

evidenceoexplicitteachingo

23

.academiclanguageskills


evidenceo

24

.useoocusedlanguagedevelopme

ntactivities,or

example,activereadingstrategies


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evidenceo

25

.supportordevelopingextendedwriting,orexample,

throughmodelling,oralrehearsal,sh

aredwriting

PupilsareencouragedtouseL1tosupporttheir

26

.learningandEnglishlanguagedevelopment

Pupilsaregroupedwithinclassesin

suchawayasto

27

.supportboththeirprogressinthesu

bjectandtheir

languagedevelopment

Targetedpupilshaveagreedlanguagedevelopment

28

.aswellaschallengingcurriculartarg

etsandtheseare

usedtoinormp

lanning


evidenceo

29

.opportunitiesorpupilstorefecton

theirownlearning

andevaluatetheirworkandprogres

s


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Aspect

SEF

Evid

enceofpractice

C1:Engagement,supportandintervention:pupils

5c

6a

Not

yetinplace

Develo

ping

Wellestablished

Theschoolstaisclearonthedier

encesbetween

30

.SENandEALsothatnewly-arrivedEALlearnersare

notgroupedortaughtinappropriately

Part

C68

Anywithdrawalarrangementsorne

wly-arrivedEAL

31

.learnersaretime-limitedandcareullymonitoredor

impactandtoensureullaccesstothecurriculum

Part

C1

Theschoolmakeseectiveprovisionornewly-

32

.arrivedEALlearnerstotakeexaminationsinhome,

communityandheritagelanguages

Part

C68

Underachievingnewly-arrivedEALle

arnersare

33

.targetedorsupportatkeyenrichme

ntactivities

suchashomeworkclubsandrevisio

nclubsandtheir

attendanceismonitored

Vulnerablenewly-arrivedEALlearners,including

34

.asylumseekersandreugees,areid

entiedand

appropriateprovisionismadeorthem

Theschoolactivelyengagesnewly-arrivedEAL

35

.learnersbyinvolvingtheminallaspe

ctsoschoollie,

seekingtheirviewsinavarietyowa

ys

Part

C68

2ad


22/25




e:Managementg

uide

Aspect

SEF

Evid

enceofpractice

C2:Engagement,supportandintervention:admission

an

dtransfer

5a

5b

6a

Not

yetinplace

Develo

ping

Wellestablished

Theschoolcollectsandusesarang

eoinormation

36

.rompreviousschoolsandsettingsaswellasparents/

carerstomaintaintheprogressonewly-arrivedEAL

learnersromprimarytosecondaryschool

Thereareclearpoliciesandprocedu

resorpupils

37

.arrivingoutsidethenormaladmissio

ntimesincluding

inormationgathering,induction,pupilsupportand

eedbacktoparents/carers

B10a

Theschoolprovidessupport,orexample,academic

38

.tutors,enrichmentactivitiesorbudd

ysystemsor

pupilsidentiedasatriskounderac

hievingduring

theirtranseroradmissiontosecond

aryschool

Theschoolcreatesopportunitiesto

ensurethat

39

.parents/carersonewly-arrivedEAL

learnersare

equippedtosupporttheirchildrens

education,

orexample,byprovidinginormationevenings,

workshops,supportpacks

Part

G67


23/25




e:Managementg

uide

Aspect

SEF

Evid

enceofpractice

C3:Engagement,supportandintervention:parent/

ca

rerpartnerships

2ad

Not

yetinplace

Develo

ping

Wellestablished

Theschoolengagestheparents/car

ersonewly-

40

.arrivedEALlearnersbyactivelyseek

ingtheirviews:

reachingouttoparents/carerslessc

ondentin

speakingEnglishthroughuseotran

slatorsand

interpretersaswellastargetedmeetings

Newly-arrivedbilingualparents/carersarewell

41

.inormedaboutarangeoschoolde

velopments,or

example,proceduresornationaltes

ts,examination

entrypolicy,enrichmentclasses

Theschoolactivelydevelopslinksandeective

42

.partnershipswiththewiderminority

ethnicand

bilingualcommunities,orexample,through

complementaryschools,localartsg

roups,religious

organisationsandlocalbusinesses

Theschoolactivelysecuresrepresentationothe

43

.minorityethnicandbilingualcommu

nitiesatalllevels

onon-teachingandteachingsta


24/25




e:Managementg

uide

Aspect

SEF

Evid

enceofpractice

C4:Engagement,supportandintervention:culture

an

dethos

4bc

PartC

68

Not

yetinplace

Develo

ping

Wellestablished

Classroomandcorridordisplayspositivelyrefectthe

44

.languages,experiencesandheritagesonewly-arrived

EALlearners

Part

C67

Theschoolensuresthatallpupilsan

dparents/carers

45

.areawareotheraceequalitypolicy

andtheirrolein

ensuringthatitworks

Newly-arrivedEALlearnersarerepre

sentedinall

46

.aspectsoschoollie,orexample,s

choolcouncil,

schoolteams,gitedandtalentedinitiatives


25/25

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Documents

New Arrivals Excellence Programme Guide