Teachers in schools and staff in settings are often concerned when a child or young person who has English as an additional language is not making expected progress. It is often difficult to identify if the delay is caused because they lack the language of learning in English, they have special education needs or indeed if the pupil has both EAL and SEN.
The Equality Diversity Inclusion Team has highly experienced and qualified Advisory Teachers who provide support to schools and settings to resolve these questions.
This can include:
Important to note:
“Identifying and assessing special educational needs for children or young people whose first language is not English requires particular care. Schools should look carefully at all aspects of a child or young person’s performance in different areas of learning and development or subjects to establish whether lack of progress is due to limitations in their command of English or if it arises from special educational needs or a Disability. Difficulties related solely to limitations in English as an additional language are not special educational needs.”
For more details and information on how EDIT can help, please click one of the boxes below.