Resource Library

• 26 February 2020

New research provides vital insights into how long it takes, and what support is needed, to enable learners who are New to English to achieve Proficiency in English

• 12 September 2019

The Bell Foundation, Learning and Work Institute and De Montfort University have, today, published a new report ‘Improving Language, Improving Lives: Supporting ESOL in the Secure Estate’

• 21 March 2019

The Centre for Education for Racial Equality (CERES) at the University of Edinburgh, The Bell Foundation and Unbound Philanthropy have today published an executive summary of the report ‘English as an Additional Language and Initial Teacher Education.

• 24 January 2019

Aggregated figures for learners who use English as an Additional Language (EAL) mask the real picture about the performance of EAL learners and the data hides as much as it tells us about students who speak another language at home. 

• 11 October 2018

The University of Oxford, The Bell Foundation and Unbound Philanthropy, have published a report ‘English as an Additional Language, proficiency in English and pupils’ educational achievement: An analysis of Local Authority data'.

• 28 June 2018

Statement published following the Department for Education's decision to withdraw the requirement for schools to collect Proficiency in English data.