Accelerating the Progress of English as an Additional Language Learners
The number of children and young people with English as an additional language (EAL) continues to rise. To ensure that staff can meet the needs of English as an additional language learners in their schools and settings it is essential that they are able to assess both their cognitive ability and proficiency in English in order to plan effective teaching and learning opportunities.
Our highly qualified and experienced advisory teachers will undertake observations of English as an additional language pupils in class to note:
- Interaction with staff and peers
- Engagement in learning
- Existing good English as an additional language practice and effective differentiation
- Gaps in provision for English as an additional language learners and suggest next steps to accelerate progress.
Following the initial observation, we undertake and model English as an additional language assessments using ‘The Northern Association of Support Services for Equality and Achievement (NASSEA) English as an additional language (EAL) Assessment Framework’, which helps staff to track pupil progress and set appropriate targets.