At Dorothy Barley Infant School, we are proud to welcome children from diverse linguistic and cultural backgrounds, with over two thirds of our children speaking English as an Additional Language. We recognise the rich contributions that children with English as an Additional Language (EAL) bring to our school community. We adopt evidence-based strategies to ensure children with EAL flourish and achieve their full potential. We believe that a child’s home language is a strength, and we work in partnership with families to build upon this foundation while developing English language proficiency.
Intent
In line with the Bell Foundation, we have adopted five evidence-informed key principles for effective EAL practice.
- Multilingualism as an asset – We celebrate the cultural and linguistic diversity of our school, fostering a sense of pride and belonging. We recognise the crucial role that home languages play in a child’s emotional and cognitive development.
- High expectations with appropriate support – We understand that a child’s proficiency in English is not an indicator of their academic potential. By providing appropriate scaffolds and support across the curriculum, we maintain a high level of challenge for children with EAL.
- An integrated focus on language and content – Our bespoke curriculum is centred around language development in EYFS, Year 1 and Year 2. This enables children to develop their proficiency in English alongside learning the curriculum content.
- Effective and holistic assessment – We use a range of strategies to assess the progress and attainment of children with EAL, including the Bell Foundation assessment of language proficiency.
- Social inclusion – Our school community is inclusive and welcoming, enabling all children to have a sense of belonging. Our bespoke curriculum teaches respect towards all cultures and communities.
Implementation
At Dorothy Barley Infant School, we are committed to fostering a language rich learning environment where every child is celebrated and no one is left behind. As a staff team, we follow our own research-led guidance for supporting children with EAL, for example through the use of visual supports and structured oracy opportunities. Through these strategies, we ensure that children with EAL thrive academically, socially, and emotionally. They develop the confidence to communicate, engage with the curriculum and build friendships, preparing them for success both in school and beyond.
Supporting Children With EAL At Dorothy Barley Infant School
