The document discusses factors related to including multilingual students in school. It covers collecting student background information, creating an inclusive culture and curriculum, providing resources in multiple languages, using differentiated instruction, supporting English acquisition, addressing racism and bullying, encouraging home language communities, and tracking student progress and interventions. Success is defined as students making academic progress, closing achievement gaps, having full curriculum access, and improving language acquisition, self-help, and social skills. Progress is also judged based on first language skills, non-verbal abilities, and skills shown in other contexts.

1. Inclusion
Language(s) spoken at home - between adults; between adults and children; between children
Changes of school and medium of instruction of schools.
Experience of a bilingual teaching approach, Arrangements for learning English; SEN support
Attainment in first language, proficiency in home language - language skills
Attainment and interest in other subjects from previous schools.
Baseline assessment data: Reading Age, MidYIS, Yellis, ALIS, Writing samples.
Years of formal schooling and equivalent grades.
Background : Culture, belief system, work habits, parental involvement, medical history, years
learning English, home languages (spoken and/or written), interests and hobbies, favourite
subjects
The culture and ethos of the school are welcoming and accommodating. The curriculum is
global and inclusive.
Regular updates on multilingual books and resources. Posters and displays in the various
languages are evident. Schools recognise and celebrate multi-culturalism.

2. Inclusion
Multicultural approach in planning, teaching and learning is emphasised and valued by the staff
Spoken and written information is available to parents in their first language if needed.
Communication is smooth between parents and school
Differentiated, scaffolded and personalised lessons for all learners where students have
opportunities for structured talk, meaningful contexts and collaboration.
Sufficient time or opportunity for proficiency in English is provided for language learners through
teaching strategies and planning.
School-wide policy is clear on well-being. Consistent and firm approach to dealing with racism,
stressful life events and bullying.
Healthy and active communities of first language speakers: students, and parents
School liaises with parents regularly, encourages linguistic and cultural communities.
Flexibility of support provision on the timetable. Information on resources and teachers is readily
available to students. (Eg. lunchtime club, Study groups, Peer coaching)
Tracking of support and intervention: particularly the pupil’s response to efforts made to improve
the learning environment, various interventions and the pupil’s access to the curriculum.
Information on ongoing discussions with teachers, support assistants, language assistants and
parents, including a review of teaching and learning strategies employed.
Additional roles of students outside of school in their community - community interpreters,
working in parents businesses, member of bands, business entrepreneurs, caregiver to siblings.
Situational challenges faced in homelife. Eg. Death in the family, single parent, ill parent,
changes in circumstances.
Interests and involvement in other activities: social, personal, online.
Information upon
admissions
Information: Life
and learning in
school
Information: Life
and learning
outside school

3. Inclusion
Success when:
1. Progress in second language acquisition is dependent upon the classroom environment
and the teaching strategies used.
2. Where a pupil is experiencing academic difficulties, teachers should first critically examine
the range of teaching and learning on offer.
3. Access to the curriculum is based upon understanding of the key vocabulary and
conceptual language.
4. Pupil progress in language acquisition and learning are accelerated where a range of
effective strategies for supporting EAL learners are in place.
5. Closes the attainment gap between the pupil and their peers
6. Prevents the attainment gap getting wider
7. Is similar to that of peers starting from the same baseline, even if less than the majority of
peers matches or betters the pupil‟s previous rate of progress
8. Enables the pupil to have full access to the curriculum
9. shows improvement in self-help, social or personal skills
10. shows improvement in the pupil‟s behaviour where that is of concern
Pupils learning EAL may also be judged to be showing adequate progress by:
● progress in English language acquisition (i.e. EAL language phases)
● transfer of skills from first language strengths in first language
● progress when something is taught and assessed in first language
● ability to use self help skills to compensate for lack of English
● development of play skills
● acquiring non-verbal skills skills shown in different contexts e.g. community language
classes, at home, in other areas of the curriculum