Explore our nine new calls for change as the government reviews ESOL provision
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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’
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.
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.