Resource Library

• 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.

• 4 May 2018

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.

• 7 February 2018

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).