New EAL Induction Policy - Heathfield Primary School

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New EAL Induction Policy - Heathfield Primary School
Heathfield
Primary School
Induction Policy for
International New
Arrivals/ EAL
Signed Head:
Signed Chair:
Date:
INDUCTION POLICY FOR INTERNATIONAL NEW ARRIVALS/EAL
WHAT IS EAL?
EAL means English as an additional language, when a pupil speaks a home
language other than English. At this school we aim to cater for all pupils for
whom English is an additional learning need.
At Heathfield Primary School we are committed to providing appropriate and
personalised support for all pupils with EAL. Throughout their time at school, we
provide pupils with the necessary means to access the curriculum. We give
children the opportunity to improve their fluency in speaking, reading, writing and
understanding English.
RATIONALE
At Heathfield Primary school we are committed to ensuring that all new pupils will
be made to feel welcome and parents/carers will be given the information and
support they need to become fully integrated into the school. At the same time it
is important that the school obtains full and accurate information about the new
arrival in a sensitive and efficient manner.
PURPOSES
The purpose of this policy is to ensure the needs of all new arrivals are met by:
 Providing a warm welcome for the children and their parents/carers which
will reassure them that our school is a safe and caring environment
 Ensuring that parents/carers understand the new educational system that
their child is now part of
 Providing children and families with effective multilingual information about
or school and the curriculum e.g. Welcome booklets
 Recording and sharing relevant information about a child’s background
and previous educational experiences
 Acknowledging and celebrating the skills and knowledge that new children
bring to the school and are seen as an asset to build upon
 Developing strategies to encourage new children to make friends and
have positive peer support e.g. buddies, talk partners
 Ensuring that children are not automatically placed in the bottom group/set
where they are not cognitively challenged and do not have access to good
models of English
 Talking to the class about the new child’s country of origin and helping
other children understand that the new child needs help with English
 Displaying examples of the new child’s language and pictures of their
home country in school to welcome the child and families.
NEW ARRIVALS
Most new arrivals from overseas have English as an additional language needs.
This means they come with either no or very little understanding of English. They
may be literate in their home language and many have some experience of
English but will require support to acquire fluency in English and to access the
school curriculum.
Language assessments for new arrivals are carried out and these are used to
assess the support that new pupils will need and in which areas of learning this
support will be needed. Every class in school from reception to year 6 have
appointed class buddies who help new pupils settle into school by showing them
around the school, explaining the rules and routines of school and the class,
helping them make new friends and ensuring these pupils are not excluded from
activities in and outside the classroom.
A welcoming environment in class helps the pupil settle in quickly and class
teachers ensure the displays in class promote pupils language and culture.
ON ADMISSION

Ascertain first language and whether an interpreter will be required at
interview

Provide prospective parents with time and date for interview, by letter
translated in relevant language, where necessary

Liaise with Inclusion Lead/EAL Coordinator, Class Teacher and Head
teacher to consider appropriate class for new arrival

The Class Teacher informs the class about the new arrival. He/she may
wish to discuss what it is like to be new and the feelings that go with it.

Ensure that parent/carer is provided with a welcome booklet in appropriate
language, and school prospectus.

Parent/Carer and child should be given a tour of school on interview day.

Ensure parents/carers are clear about start date. This will be at the start of
a school week, and at least 2/3 days after the interview to give the class
teacher time to prepare for the new arrival in class.

Complete pro-forma checklist at interview and pass copy to class teacher .
FIRST WEEK

On the first day, the child is brought into the School Office before the start
of the day and taken by an allocated Teaching Assistant to the classroom.
The child will be taken back to the office to meet parents at the end of the
day. The second day the child should go directly to the
playground/classroom.

At the end of the school day it will have been agreed whether the child will
exit the building with his/her class or taken by the allocated TA to the
School Office. The latter may be to build home-school links

The Class Teacher will invite the parents/carers to an informal after school
meeting and then arrange future liaisons – strengthening home-school
links.

The Class Teacher should take time to talk to the new arrival, being aware
that sometimes children do not make direct eye contact as it is considered
disrespectful.

Ensure the pronunciation of the name is correct and seek help/guidance
as necessary

If the child is an early stage learner of English, still involve them in the
class routines i.e. handing out/collecting books, so that they feel part of
the class.

The Class Teacher should select one or two buddies or a circle of friends
for the new arrival and brief them clearly on their role.

Ensure that the child has a named coat peg, named tray, appropriate
books etc.

Liaise with Inclusion Lead/EAL Coordinator to ascertain what support may
be available and discuss what resources are available.

Let other members of staff, including Teaching Assistant/
Office/Technical/Lunchtime/Canteen and other support staff, know there is
a new pupil and encourage them to be welcoming and supportive.

New arrival is given a class album to look at with names and photographs.

Each new arrival is given their own Welcome Booklet to complete over
time, age appropriate.

New pupils are allocated a Teaching Assistant to support the Induction
Programme. In the EYFS unit opportunities for children to developed and
use their home language in play and learning, supporting their language
development t home will be planned for.
FIRST SIX (6) WEEKS

The Class teacher to ensure that an initial assessment in speaking,
listening, reading and writing is carried out and EAL step has been
determined for the level of English acquisition for pupils who have little or
no English. An Individual Language Plan will be written with language
targets set.

The school will support the new EAL pupil to acquire some survival
language

The Inclusion Lead/EAL Coordinator will convene a review meeting after
the first six (6) weeks to discuss the progress the newly arrived EAL pupil
has made within the school. Class teacher and TA will also attend. The
ILP will be reviewed (EAL Steps) and new targets set.

Use visual timetables (usual school policy), picture cues to support the
newly arrived pupil.

Celebrate the child’s first language with the other pupils by encouraging
them to learn some of the language.

Signs and symbols will be put up around the class in the pupil’s first
language.
ASSESSMENT AND LEARNING





The school will use the Qualifications and Curriculum Authority (QCA)
Language in Common extended scales for EAL
This information will be shared with relevant staff and with parents/carers
alongside the school’s usual assessment procedures.
The school recognises that the provision of an inclusive and supportive
environment is more effective than formal language teaching for the rapid
progress of pupils new to English.
It recognises that it is common for pupils to be silent for up to one year
and that this is an important learning process, in which previous
experiences will be related to new contexts.
Pupils will be encouraged to use their home language where possible and
pupils literate in their first language will be encouraged to use it where
appropriate




To develop strategies to encourage new pupils to be included as part of
the school.
To ensure that pupils see their languages, culture and identity reflected in
the classrooms and the wider school through an inclusive curriculum.
To raise the attainment of newly arrived pupils.
If the class teacher in the EYFS unit have any concerns regarding
language development , a meeting with parents/carers with an interpreter
if required, to discuss their home language skills will be arrange to see if
there are any language developmental issues.
ROLES AND RESPONSIBILITIES
Whole staff :
Teachers, teaching assistants, governors and support staff all have a
responsibility to welcome and support new arrivals, to identify and remove
barriers. Senior leaders are responsible for ensuring attainment is monitored and
tracked.
Inclusion Lead/EAL Co-ordinator:
The Inclusion Lead/EAL Co-ordinator is responsible for co-ordinating, monitoring
and maintaining an overview of newly arrived pupils.
Class Teacher:
The Class Teacher is responsible for pastoral and academic needs and ensuring
that the curriculum is delivered to meet newly arrived pupils level of English,
school experience and academic level.
Teaching Assistants:
Teaching assistants who work with newly arrived pupils may give time limited
1: 1 support and will attend training sessions as required.
Lunchtime Supervisors :
Lunchtime Supervisors have an important role in ensuring newly pupils’ needs
are met during the lunch break.
This policy will be reviewed/ evaluated according to the timetable identified in the
School Development Plan.
Appendix 1
HEATHFIELD PRIMARY SCHOOL - Checklist for New Arrivals
Admission:
 Interview date/time given – interpreter required/not required
 Interview held
 Tour of school
 Liaison to identify appropriate class
 Parents given welcome booklet, school prospectus
 Parents aware of start date
First Week:
 New arrival taken to class following correct protocol
 New arrival sat near to ‘buddy’ (not necessarily from same ethnic group)
 New arrival has books, coat peg, named tray etc.
 Class teacher has resources to support new arrival i.e. dual language
dictionary (or supportive resources are being sourced)
 Other members of staff are made aware of new arrival
 Visual timetable, picture cues available in class
 TA allocated
 New arrival given an own welcome booklet
 New pupil is given a class album to look at
First Six Weeks:
 EAL Steps assessments carried out
 New arrival has sessions organised with Inclusion Manager and TA
 Class teacher and Inclusion Manager meet
 Needs Analysis reviewed
 Add signs and symbols in child’s first language to displays in class, as
appropriate

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