NEW: Guidance and resources for schools and teachers to support pupils who use EAL and their families to help mitigate any learning and language loss experienced during school closures.
The term ‘new arrivals’ is used to describe children who are international migrants, including refugees, asylum seekers, children of people working or studying in England and economic migrants from overseas. This definition implies that they are newly arrived from outside the United Kingdom rather than new to a school from another area of Britain. It is important to welcome them and support them with admission procedures that enable children and young people to rapidly settle in, become accustomed to schooling in England and make good progress.
For more information about new arrivals in general, both primary and secondary, the National Strategies Guidance developed in 2007, although no longer official government policy, is useful and comprehensive. Please note that the definition of new arrivals contained within the document includes those learners who move within the UK, which is different to The Bell Foundation’s definition of a new arrival.
The support offered by schools to their new arrivals is likely to be more effective if they have an EAL induction programme in place. Such programmes plan the support offered to new arrivals in the initial period at the school, from just before the admission to school to the first few weeks. The Foundation suggests considering the PAWS (Prepare – Alert – Welcome – Support) structure to EAL induction as seen in the graphic below:
Below are some of the potential ideas and strategies to consider for each of these EAL induction stages. These are broad guidelines and might need to be adapted depending on a school’s particular context.
Prepare – Prior to admission:
Alert – Before the pupil starts:
Welcome – The first days:
Support – The first weeks:
Clear EAL strategies will be important when putting language support in place. Numerous strategies linked to proficiency in English (Band A to Band E) can be found in ‘Support Strategies for Primary Schools’ and ‘Support Strategies for Secondary Schools’ that accompany The EAL Assessment Framework for Schools.
For more specific EAL teaching approaches and strategies schools are advised to: