Whole school approach to EAL in schools

Celebrating and representing CYP with EAL

Children and young people (CYP) with English as an additional language (EAL) will be more successful in schools and settings where they feel welcome, safe and valued.

Schools and settings should ensure all CYP can see themselves as well as their languages and cultures represented in displays and resources, teaching materials used and books in the library. These padlets provide examples of picture books and chapter books for a diverse library offer.

CYP with EAL should be given opportunities to use their first language to enhance their learning throughout the curriculum. Schools and settings should celebrate the diversity of languages spoken within the school through displays, assemblies and events such as the International Mother Language Day.

Dual language books and books in home languages demonstrate the value given to knowing another language and of having a different cultural background. Home languages should be included in displays and notice boards. CYP on school councils and in leadership roles should be representative of the entire cohort and, where possible, staff and governors should also be reflective of the school or setting community. The curriculum should be reviewed regularly, including topics and links relevant to CYP with EAL and decolonised where appropriate.

Schools and settings should consider their catering offer and ensure it represents the cultural and religious needs of the community. The uniform policy should incorporate religious requirements and prayer spaces should be made available.

Welcoming new arrivals

The Young Interpreters Scheme is an award-winning scheme that helps schools to welcome new CYP into the community by training CYP who already attend to help new arrivals settle into the school. This includes CYP arriving as refugees and unaccompanied asylum seekers (UASC). English speaking CYP and those with an additional language can all be trained to be empathetic buddies. This scheme has been recognised and valued by Ofsted. For more information, email inclusionandsend@norfok.gov.uk or read our One Minute Guide: Young Interpreters Scheme.

For children of Roma families, who may speak a number of other languages and have gaps in education, additional support is available - contact inclusionandsend@norfok.gov.uk.

Additional support for UASC (unaccompanied asylum seeker children) is also available from the Norfolk Virtual School for Children in Care, Previously in Care and Children with a Social Worker. Contact Virtual.SchoolsUASC@norfolk.gov.uk.

Families new to the UK may need additional support to understand school systems and online platforms. They should be given a tour of the school or setting and offered uniform where finances are a barrier e.g. asylum seekers. Welcome packs and important information should be available in families' home languages. The school or setting website should have a translation app built in to increase accessibility.

Interpretation services should be used when communicating with families/carers who are not proficient in English.

• Professional interpretation should be used to share information with families as part of the admissions process.
• It is important that families are aware that these services are available, and that staff feel confident to use them.
• The Language Line telephone interpretation service provided by INTRAN is ideal for telephone communication with families and for providing interpretation for face-to-face meetings. More information is available from INTRAN.
• Safeguarding policies and procedures should ensure that interpretation services are used when discussing safeguarding issues with EAL families.

Supporting CYP with EAL to flourish

Language support may be necessary for new arrivals and adaptations may need to be made to lessons.

The impact of trauma on EAL CYP, especially those from a refugee or asylum-seeking background, should be understood by all staff. Support should be put in place to ensure CYP foster positive relationships and develop a sense of belonging and self-worth.

Trauma-informed practice should form part of CPD for all staff. Schools and settings should be trauma-informed and ensure forcibly displaced CYP have a safe place to be and trusted adults to build relationships with. The International Rescue Committee provides free trauma-informed training through their Healing Classrooms programme.

Working towards becoming a School of Sanctuary will allow you to review and reflect on your welcoming environment and help you develop your inclusive ethos. Celebrating A Day of Welcome is a powerful way to start this process. For more information, read this One Minute Guide: Schools of Sanctuary.