We have only a small number of pupils for whom English is an additional language. We support each pupil’s needs on an individual basis, as their circumstances will differ and take the following factors into account

  • The pupil’s fluency in English in oral and written form as well as their comprehension skills, as assessed by the SENCO
  • The length of time the pupil has spent in an English-speaking country
  • The extent to which English is spoken at home
  • The pupil’s academic and linguistic ability

Supporting English Language Skills

We seek to provide a welcoming environment in which pupils can feel confident and able to contribute. We recognise the role played by their first or home language in the development of their English skills (for example differences in tense structure). They will learn from effective models of spoken and written language. We offer enhanced opportunities for speaking and listening and ways of helping them access their learning in the various subjects. Adjustments to their school day may include:

  • Differentiated work in class, to take into account that the pupil may be academically capable of meeting the demands of the work but are challenged by the language
  • Additional in-class support
  • Time away from certain lessons to concentrate on building their English skills

We prepare detailed profiles of their linguistic development to enable effective planning and target-setting.

Teaching Approach

This approach applies to the whole school including EYFS, where in accordance with section 1.7 of the EYFS framework, we take reasonable steps to provide learning opportunities for children whose first language is not English, to provide opportunities for children to develop and use their home language in play and learning, supporting their language development at home, while at the same time ensuring that children have sufficient opportunities to learn and to reach a good standard of English during the EYFS: ensuring children are ready to benefit from the opportunities available to them when they begin Year 1. Having assessed such children’s skills in English, we explore the child’s skills in the home language with parents to establish whether there is cause for concern about language delay.