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The Bell Foundation commissioned Cloud Chamber to produce a series of maps to illustrate the factors which academy trust leaders, Teaching Hubs, and other organisations interested in supporting pupils who use English as an Additional Language (EAL) should consider when planning EAL support in their area, including for education recovery. Although it is important that every child needing to develop their English language skills gets the support they need, regardless of whether they are the only pupil who uses EAL in their school, or one of many, or whether they live in an area of high achievement or not, it can be useful to use school and local authority level data for strategic planning. For further details on how the maps can be used for strategic planning please see the blog on the maps.
The maps show:
These maps use publicly available data, collected 2018-2020, prior to the pandemic which may mean that in certain areas the maps underestimate need, particularly in areas where the impact of Covid-19 may have been greater. Research published by the DfE and The Bell Foundation has indicated that pupils who use EAL were amongst those whose learning was most impacted by the pandemic.
The maps on this page show the contextual, local authority data relating to pupils who use EAL, and the composite indicator maps for KS2 and KS4. This includes maps:
Areas of red on the EAL proficiency map indicate local authority areas with low average proficiency in English amongst pupils who use EAL. As proficiency in English is central to understanding educational achievement, areas identified as having higher rates of low proficiency will need to plan for additional language support for more of their EAL pupils (Strand and Hessel, 2018). Portsmouth has the greatest proportion of pupils who use EAL in the early acquisition stages of developing English (66%), with 34% having reached competency. Other areas with higher proportions of EAL pupils needing support include Oldham (59%), Peterborough (58%), Salford (57%), and Norfolk (56%).
It is important to note that this map uses 2018 data, when assessment of EAL proficiency was statutory and therefore is only indicative of where there may be areas of low proficiency in 2021. Ideally, schools should annually assess the proficiency in English of all EAL pupils to identify pupils in need of additional language support and to help plan education recovery.
This map shows the proportion of pupils who use EAL by local authority. The range by local authority is from 1% of pupils using EAL within a local authority area, to 75% of pupils using EAL within a local authority area. The areas with the highest proportion of EAL learners includes Tower Hamlets (75%), Newham (73%), Brent (71%), Redbridge (67%) and Westminster (66%). Areas of high proportions of EAL pupils does not necessarily indicate areas which will need additional language support, as some areas may have high numbers of pupils who are competent or fluent in English. However, using this map alongside the map on proficiency or preferably, alongside data collected by schools on the proficiency in English of pupils in the most recent school year, will help leaders understand where there may be a greater demand for targeted recovery for EAL pupils or general EAL support within their region.
This map illustrates the percentage of pupils living in IDACI deciles 1 to 5 (the most deprived neighbourhoods). The majority of all local authorities in England have 50% or more children living in deprived neighbourhoods as indicated by red on the map. The areas with the highest rates of income deprivation affecting children include Barking and Dagenham (99%), Newham (99%), Tower Hamlets (98%), Islington (97%) and Hackney (97%).
For KS2 the areas of greatest need, as identified using the composite indicator include a band across the North from Sefton to North Lincolnshire. Areas of greatest need include Oldham, Peterborough, Bournemouth, Leeds and Manchester.
For KS4 the areas of greatest need, as identified using the composite indicator include a band across the North from Blackpool to North East Lincolnshire. Areas of greatest need include Peterborough, Oldham, Bradford, Sheffield and Haringey.
Peterborough and Oldham were the bottom two achieving local authorities using the composite measure for both KS2 and KS4.