Working with learners using EAL who arrive into secondary schools in Year 9 and later

What is this guidance?

This guidance from The Bell Foundation aims to support schools in welcoming learners with English as an Additional Language (EAL) who join during late Key Stage 3 or Key Stage 4. It builds on research carried out in collaboration with Refugee Education UK, exploring the experiences of young refugees in finding a school place and navigating the system when they do.

What’s included in this guidance?

The guidance also draws on survey responses, focus groups, and interviews with a diverse group of teachers and practitioners currently working with late-arriving EAL learners in secondary schools of various types, sizes, and locations. We spoke with some of the learners themselves — both in secondary school and college—as well as professionals from charities that support these young people within schools and in the wider community.

Who is this guidance for and how is it organised?

The guidance is organised by role, with dedicated sections for school leaders, EAL leads, subject teachers, support and pastoral staff. Finally, there is a section on the types of support available from charities.

Each section follows the same structure:

Welcome: Focuses on the most effective ways of welcoming new arrivals.

Gathering information: Explores ways to build a well-rounded understanding of the learner, their aspirations, aptitudes and needs, through assessment, interaction, and observation.

Bespoke provision: Uses the insights gained in the previous step to develop tailored support that meets the learner’s needs with the resources available.

Next steps support: Looks at ways of working with the learner and their parents or carers to identify the most suitable pathways for continuing education or career progression beyond Year 11.