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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.
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'.
Statement published following the Department for Education's decision to withdraw the requirement for schools to collect Proficiency in English data.
An evaluation report on the Family Skills programme has found that offering parents ‘family learning’ sessions that aim to give them the tools they need to support their child’s learning at home might improve literacy, but supporting them to turn up regularly can be difficult.
The Education Policy Institute and The Bell Foundation have today published a new report on the educational outcomes of children with English as an Additional Language (EAL).
Strand, Malmberg, and Hall (2015)
In this report, individual pupil data from 2013, obtained from the National Pupil Database (NPD) in England, were analysed to investigate trends in the number and distribution of EAL pupils, as well as relationships between EAL status and educational achievement at various key stages.
