EAL Guidance for Schools and Leaders

EAL guidance for schools and leaders on provision, funding, working with parents and learners.

Explore the guidance

Historical background to EAL provision in England.

Teacher helping a student with her work

National data on the numbers of pupils who use EAL in schools in England is gathered via the school census.

This framework for recommendations and actions is aimed at schools who are new to welcoming and including learners who are refugees.

Girl with long dark hair, a pink jumper and grey trousers, holding a grey tablet.

This page provides a toolkit of resources that can help teachers evaluate their schools’ current practice in making provision for learners who use EAL.

Two children sat at a desk reading.

Information on how to guide learners using EAL through the school transition process.

Guidance for integrated provision in schools to support EAL learners with SEN needs or disabilities.

Teacher with three students

An overview of the social, academic and linguistic benefits of integrating EAL students into mainstream lessons, with key considerations around the implementation of out-of-class interventions.

This guidance provides four recommendations for practitioners on working with the parents of EAL pupils so they can support their child’s learning at home.

Evidence-informed EAL content recommendations for ITE curricula in line with the ITT Core Content Framework.

Useful resources for schools welcoming newly arrived learners who speak English as an Additional Language (EAL).

Key principles for schools working with new arrivals.

Refugee and asylum seeking children and young people in England, like other new arrivals, are a very diverse group.