English as an Additional Language (EAL) at TMA
Children with EAL are defined as having a language other than English spoken at home.
All children considered to have EAL are assessed upon entry to the new academic year using the NASSEA EAL Assessment Tool. If an individual child’s base understanding of the English Language falls below the ‘average’ parameter for that year group, specific intervention shall be planned and enacted. The Head of Pupil Support, together with the class teacher and the Head of Year will identify children requiring this support.
Any provision for children with EAL is provided initially by their teacher in class. Individual lesson planning is differentiated to allow each individual child to access the curriculum and strategies such as visual cues, or support through technology will be used accordingly. Any further interventions that are required are carried out by our Speech and Language Therapist who, working in collaboration with the Head of Pupil Support and class teacher, will put in place a bespoke intervention program. Monitoring of progress towards targets takes place throughout the year and interventions are altered accordingly to cater for the individual changing language needs.
Newly arrived EAL children at TMA
Newly arrived EAL children will receive support from a buddy in class and from their class teacher to allow them to become familiar with class and school routines in the initial phase. Once information has been passed to the school regarding the nature of the language spoken, the class teacher can prepare any first language resources and pictures of that child’s home to display around the classroom in order to allow the child to assimilate themselves to a new environment. Where necessary, the Head of Pupil Support will request dispersed needs support from outside agencies.