English as an Additional Language (EAL)

When children for whom English is an additional language enter the school we enter this information onto Arbor which creates an EAL register. If they are a New Arrival i.e. new to the country (defined as less than two months) the class teacher will carry out a new arrival assessment about two weeks later, when they have begun to settle in. This involves assessing their proficiency in English against the Portsmouth Pathway Points. With the support of a Bi Lingual Assistant (BLA) from the The Ethnic Minority Achievement Service (EMAS), there can also be a meeting with parents to gather information and complete a first language assessment.   

For some children and families EMAS may provide ongoing support through a Bi Lingual Assistant (BLA) who will work with the child in class (usually once a week or once a fortnight) and support with parent liaison as required.  

When reviewing progress for EAL children we may use the Portsmouth Pathway Points which shows expected progress when considering the time it takes for Cognitive Academic Language Proficiency to develop. 

EAL is not a Special Educational Need. It may be appropriate to offer some withdrawal from class for specific interventions, but this needs to minimized as language acquisition is best promoted through a range of good, inclusive strategies and adaptation of the usual curriculum. To learn English well, child benefit most from having good language models around them.