Supporting students with English as an additional language

We are very proud of the multi-lingual nature of the school and welcome students from all countries and backgrounds. We look to integrate students for whom English is an additional language and ensure that they thrive both socially and academically. Specifically we:

  • Ensure that we assess and track individual student progress from initial assessment on admission, at regular stages in succeeding years and at performance in examinations, so as to assess the effectiveness of different pedagogic strategies in helping language development, promoting educational achievement and social integration.
  • Identify the particular linguistic and cultural challenges that different school subjects (history, science, mathematics for example) pose for newly arrived EAL students learning these subjects in English.
  • Work with EAL parents (regarding participation in school events and homework) and identify strategies which have a positive effect on parental engagement.
  • Acknowledge the existence of different languages both inside and outside the classroom by developing a whole-school ‘language for all’ strategy. This has increased general awareness of the importance of languages in relation to inclusion and diversity.
  • Emphasize the importance of English for access to learning and pedagogical context as well as communication but also acknowledge that multilingual practices are valued.
  • Provide transparent information about the linguistic needs of EAL and non-EAL students to all staff.
  • Monitor the different learning trajectories of EAL learners in terms of social integration, language development and educational achievement.
  • Adopt a staged-approach to curriculum-based English language support which align with different learning trajectories of EAL learners. We ensure that the initial support within the first six months is continued in order to take the English skills of EAL students to an advanced (academic) level.
  • See social integration as essential for EAL students and all staff and existing students are responsible for this.
  • Will not tolerate the possible negative aspects of social interactions between EAL and non-EAL students and take a strong ethical/disciplinary line in relation to xenophobic incidents, and situations where EAL students are isolated.
  • Ensure that the school’s policies on bullying or harassment addresses conflicts between EAL and non-EAL students as well as within these groups.
  • Encourage references to home languages within the context of learning, social ethos and the values of the school.
  • Ensure that the composition of different classes and tutorial groups eradicates the dangers of clustering EAL students in particular settings and we never assume that EAL needs are synonymous with special educational needs.