Download resource

Please enter your details to download this resource
Login
 

Enter your details to access this video

Or if you already have an account login to watch the video (if you don't you can register here).
Login
Email share link LinkedIn share link Twitter share link Facebook share link
Approximate reading time: 1 minute

New to English can be supported in many different ways. Here's one school's approach:

Assessment

All learning is based on assessment. Children arrive and sit a baseline assessment. After analysis of result children are provided with appropriate provision. Interim progress reports on progression in EAL, phonics and writing are reviewed every half term.

Beginners

Beginner EAL Learning Intervention (EAL Intervention)

They follow ‘Teaching English an An Additional Language 5-11: A Whole School Resource’ which offers survival language intervention for the early days. This replaces the in class Literacy lesson for a short period until children are able to access the next two steps. Progression in English for beginners is reassessed every half term to check on progress.

Intermediates

Intermediate new arrivals curriculum language support (out of class)

This support provides additional vocabulary and language structure support for those children attending differentiated Literacy in class.

EAL differentiated  curriculum support (in class)

Working closely with an EAL teacher to provide language learning differentiation  for intermediate learners.

Phonics

All new arrivals are assessed for phonics and provided with differentiated out of class lessons. Reading (with phonic based readers) is part of this. Progression in phonics is reassessed every half term to check on progress.

One to one support:

Where specific EAL needs are identified (for example, after a big write) the EAL teacher will work one to one with children to support their progress with these needs.

Staff Training

Staff training is provided for all staff in integrating language learning objectives alongside curriculum objectives to support all levels of EAL learner in class.

Email share link LinkedIn share link Twitter share link Facebook share link

More articles from our blog

EAL learners writing on a whiteboard

Using a multimodal approach in the classroom

Created: Wed 10th Jan 2024

There is no denying that in the 21st century, teachers have gone from strength to strength in using technology in the classroom and this has changed the classroom landscape significantly. The digital age has introduced new avenues to explore for learning and teaching beyond the traditional classroom methods.

Boy cupping hand to ear listening

EAL checklist for nurturing great listeners

Created: Wed 12th Apr 2023

Despite legitimate claims that EAL students devote over half of their time to listening when functioning in English (Nunan, 1998), this is often not reflected in the time that we dedicate to the four main skills in the classroom. In fact, Nation (2009) states that listening is arguably the least understood and most overlooked of the four skills in language teaching.

EAL parents’ workshop

How to welcome new EAL parents: ideas for an EAL parents’ workshop

Created: Thu 7th Aug 2025

Parents are important stakeholders in their children’s education; they are often agents of educational change as they join a school community with social needs that tend to mirror general social trends, which should not be overlooked by school staff (Enever & Moon, 2009).

Back to Blog