Pupils with English as an Additional Language at Hilltop school (EAL)
We want to support pupils who are new to the school/class who may have English as an Additional Language.
There are a number of things we can do to support pupils with EAL
1. Get to know our pupils needs.
This usually involves a visit home and support for families’ to fill out the detailed information we need as a school.
We can then use this along with the EHCP to and other professionals reports to decide how best to support the child.
Every family knows their child so well and it is important we share as much information as is possible before that child
starts with us. Sharing key vocabulary from home of favourite activities will support pupils to feel comfortable and
relaxed in a new environment.
2. Organise the classroom and timetable.
Offer additional support to learn new routines and support key vocabulary throughout the day.
3. Differentiating activities and learning.
As a special school we offer a bespoke learning environment and sharing activities which they enjoy doing to engage new students in learning is key to this. Many of our students follow a visual timetable and use PECS to indicate things they want. Supporting key vocabulary around these will help.
4. Interventions.
Specific activities around ‘labelling’ some key familiar objects in own language and English may support learning and development. Offering fun and structured activities which support English and language acquisition generally will be differentiated for each child’s level of understanding.
5. Developing staff knowledge.
Understanding the specific issues faced by pupils with EAL and how we can most effectively support progress.
(The Key offers a learning module)
6. Resources.
Make the day predictable with effective routines which are shared visually with the learner.
Provide opportunities to consolidate and practice new routines, words and learning.
Create bespoke visual cues to support learning and progress.
Look at different ways to record their work
7. Plan for progress.
Use the child’s IEP to create short term toward longer term objectives in other subjects and situations.
So look at key vocabulary in other subjects like maths, science and PSHE.
Support for parents
Please be aware that our website has a ‘Google Translate’ button at the bottom of the home page.
You can use this to check the curriculum your child is following and the topic for the term.
It contains a lot of useful information around holidays, daily routines and events at school.
We frequently use google translate to write in the diary and if you wish us to do that routinely please let us know.
We can translate individual documents, pupils IEPs and anything that you may find useful.
When we organise any meetings we will provide an interpreter, if needed, for the family when
discussing your child with us at home or school
We want to support pupils who are new to the school/class who may have English as an Additional Language.
There are a number of things we can do to support pupils with EAL
1. Get to know our pupils needs.
This usually involves a visit home and support for families’ to fill out the detailed information we need as a school.
We can then use this along with the EHCP to and other professionals reports to decide how best to support the child.
Every family knows their child so well and it is important we share as much information as is possible before that child
starts with us. Sharing key vocabulary from home of favourite activities will support pupils to feel comfortable and
relaxed in a new environment.
2. Organise the classroom and timetable.
Offer additional support to learn new routines and support key vocabulary throughout the day.
3. Differentiating activities and learning.
As a special school we offer a bespoke learning environment and sharing activities which they enjoy doing to engage new students in learning is key to this. Many of our students follow a visual timetable and use PECS to indicate things they want. Supporting key vocabulary around these will help.
4. Interventions.
Specific activities around ‘labelling’ some key familiar objects in own language and English may support learning and development. Offering fun and structured activities which support English and language acquisition generally will be differentiated for each child’s level of understanding.
5. Developing staff knowledge.
Understanding the specific issues faced by pupils with EAL and how we can most effectively support progress.
(The Key offers a learning module)
6. Resources.
Make the day predictable with effective routines which are shared visually with the learner.
Provide opportunities to consolidate and practice new routines, words and learning.
Create bespoke visual cues to support learning and progress.
Look at different ways to record their work
7. Plan for progress.
Use the child’s IEP to create short term toward longer term objectives in other subjects and situations.
So look at key vocabulary in other subjects like maths, science and PSHE.
Support for parents
Please be aware that our website has a ‘Google Translate’ button at the bottom of the home page.
You can use this to check the curriculum your child is following and the topic for the term.
It contains a lot of useful information around holidays, daily routines and events at school.
We frequently use google translate to write in the diary and if you wish us to do that routinely please let us know.
We can translate individual documents, pupils IEPs and anything that you may find useful.
When we organise any meetings we will provide an interpreter, if needed, for the family when
discussing your child with us at home or school
