Download resource

Please enter your details to download this resource
Login
 

Enter your details to access this video

Or if you already have an account login to watch the video (if you don't you can register here).
Login
Email share link LinkedIn share link Twitter share link Facebook share link
Approximate reading time: 1 minute

New to English can be supported in many different ways. Here's one school's approach:

Assessment

All learning is based on assessment. Children arrive and sit a baseline assessment. After analysis of result children are provided with appropriate provision. Interim progress reports on progression in EAL, phonics and writing are reviewed every half term.

Beginners

Beginner EAL Learning Intervention (EAL Intervention)

They follow ‘Teaching English an An Additional Language 5-11: A Whole School Resource’ which offers survival language intervention for the early days. This replaces the in class Literacy lesson for a short period until children are able to access the next two steps. Progression in English for beginners is reassessed every half term to check on progress.

Intermediates

Intermediate new arrivals curriculum language support (out of class)

This support provides additional vocabulary and language structure support for those children attending differentiated Literacy in class.

EAL differentiated  curriculum support (in class)

Working closely with an EAL teacher to provide language learning differentiation  for intermediate learners.

Phonics

All new arrivals are assessed for phonics and provided with differentiated out of class lessons. Reading (with phonic based readers) is part of this. Progression in phonics is reassessed every half term to check on progress.

One to one support:

Where specific EAL needs are identified (for example, after a big write) the EAL teacher will work one to one with children to support their progress with these needs.

Staff Training

Staff training is provided for all staff in integrating language learning objectives alongside curriculum objectives to support all levels of EAL learner in class.

Email share link LinkedIn share link Twitter share link Facebook share link

More articles from our blog

EAL Learners: Identifying dyslexia (and other SpLDs)

Created: Mon 29th Aug 2016

Sometimes our students who have English as an additional language seem to be having more difficulty than expected developing their language, and accessing the rest of the curriculum. Most teachers have become more aware of the signs of dyslexia (and other specific learning differences), but the overlap with the language learning process makes it much more complex to identify EAL learners who also have a SpLD.

SEND family

SEND support: Working with students and families

Created: Mon 16th Jun 2025

It is widely recognised that young people and their families should be at the heart of their educational journey. The phrase “nothing about us without us” simply and powerfully reflects the need to include young people and their families in decisions that affect them. Pupil voice can provide crucial insights into the needs of young people with SEND. Parents can also provide a valuable overview of a child’s needs, strengths, and challenges. Using these insights to guide learning opportunities can enhance engagement, enjoyment and, ultimately, progress.

Teaching students to be good buddies

Created: Thu 6th Aug 2015

On the last day of term I asked a student, who was leaving her school in London to return back to Italy, the best and worst things about moving. She said the worst thing was leaving friends and teachers and the best was going back to her old school to be with her old friends.

Back to Blog