English as an additional language (EAL)
Arrangements for EAL Students
Aims and Objectives
The aim and objective of this policy is to outline the EAL provision which is available in principle to all pupils whose first language is not English. Furthermore we intend to outline the procedures in place to assess, diagnose and support pupils with severe EAL needs.
Students cannot be rejected on grounds of language differences. NHCS is mostly appealing to those parents who are of South Asian and Middle Eastern background but students of varying ethnicities and languages are admitted. In order to provide an education to these students a structure must be in place and adhered to. The member of staff allocated duties for EAL: Ms Ola Nashwaty
Identify the student’s first language – document this information for the student’s IEP. Do either or both of the parents speak English? If not, communication will be more challenging and they will require additional support to progress in English as the school will be the only place English will be spoken to them and most likely by them.
Does the school have a member of staff who speaks the same language as the student? If so make use of them by allowing them to communicate information to the parents and student. The information about the school’s plan for their child must be explained and understood by parents.
Is information for parents (about the school) available in any language other than English? If not arrange for some to be organized when required.
Assess the level of English the student is working at. Provide tests after her admittance so that the results do not prejudice her case.
The best course of action for students will be considered based on their level of English and their year group. In some cases it may be sufficient to have a teaching assistant present in subjects such as English, Mathematics and Science. In other instances it will be necessary to arrange an intense program of study so that students who quickly need to learn English are given the chance to do so within a structured framework. It is important however that students not feel isolated and distanced from their peers. Allowing them to socialize amongst children of their own age will naturally develop their English.
A timetable will be arranged to suit the needs of EAL students who require it. This policy will continuously need to be reviewed and assessed to check whether it is beneficial or a deterrent to progress.
Reviewed November 2018
To Review November 2019