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This is the second blog post in a series of three that summarises a panel webinar hosted by The Bell Foundation on the topic of Welcoming Refugee Children. The panellists were three experts in refugee education who gave practical advice and guidance to schools to help ensure a smooth induction period for newly arrived pupils … Continued

Through generating and applying evidence, The Bell Foundation aims to improve policy, practice and systems to enable children, adults and communities in the UK that speak English as an Additional Language (EAL) to overcome disadvantage through language education. To this end, the Foundation has commissioned a series of maps to illustrate where the need for … Continued

Download the report on language and learning loss “We have observed a significant and tangible loss in learning in the majority of our pupils where English is an additional language.” Senior leader, primary school, South East A new report¹ ‘Language and learning loss: The evidence on children who use English as an Additional Language’ has … Continued

In this post Diana Sutton, Director, The Bell Foundation explores the latest evidence¹ from a five-year research programme which investigated the relationships between English as an Additional Language (EAL), Proficiency in English and the educational achievement of EAL learners at school. The research findings demonstrate why it is essential that schools support their EAL learners … Continued

Over the past year most children have experienced some degree of learning loss, and that loss is significant for pupils who speak English as an Additional Language (EAL) who may have also experienced language learning loss during this period. Therefore, as pupils return to school in England, it is essential that schools and policy-makers apply … Continued

Over the past year, two seldom, if ever, used phrases have become common place, ‘learning loss’ and ‘catch-up’. During school closures most children experienced some degree of learning loss, and that loss is greater for certain groups of learners, for example, those from lower socio-economic households and pupils who speak English as an Additional Language … Continued