A key 'must read' document that sumarizes all the important information about supporting newly arrived pupils is the 'New Arrivals Excellence Programme Guidance' by the Primary and Secondary National Strategies. Although produced in 2007, the information is sound and clearly explained. It also has useful links for further reading. The entire document can be printed out here.
Its essential to create a warm caring environment to allow newly arrived pupils to settle in and feel comfortable.
An effective buddy for a newly arrived pupil can really make a big difference to how quickly and smoothly a newly arrived pupil settles in. Whilst ideally the buddy would speak the same language as the new pupil, in my opinion more important is choosing a child that is kind friendly and actually wants to be a buddy. The buddy will be giving up some of their time to make the new child feel at home and therefore someone who is keen to do this is of paramount importance. Some good advice for setting up a buddy programme can be found here.
There are generally two things that people think about when they think of the term 'induction programme'.
Firstly a system for familiarising the new arrival and their family with the way the school runs - uniform, lesson times, layout of the building, timetables, teachers, classes etc. Resources that can be useful for this are Mantralingua's Welcome booklet.
Secondly, a learning programme to support the new arrival (who has little or no English) in the early days at the new school, if they are unable to access the curriculum imediately.
Schools in the UK are currently assessing pupils with English as an additional language in a range of ways. Some schools are using the QCA 'Language in Common' level descriptors. Some schools are using the NASSEA framework (old 2004) with its steps for assessment. There is a new NASSEA framework available from the NASSEA website now for £35. It provides a useful table which aligns a number of assessment frameworks including the Common European Framework of references for Languages (CEFR), old NASSEA steps, current equivalents to national curriculum stages and the New NASSEA EAL Framework. Powerpoint slides form the 2015 NALDIC Conference explain more about the document.
NALDIC is currently producing a new assessment tool but this is not yet complete.
The 2015 NALDIC Assessment conference has a number of very useful slide presentations from the speakers and workshops:
There are mixed views currently about whether assessment for EAL should be based solely on English language development or relate more to skills and age related attainment.
For secondary there is a very useful induction pack - Bristol EAL Secondary induction pack.
What Ofsted says about assessment of EAL pupils
The following information is from the Ofsted document 'English as an additional language - briefing for section 5 inspection 2013'
'RAISEonline provides data on all pupils whose
first language is believed not to be English.'
'The school should monitor the attainment and progress of pupils who may be at the earliest stages of learning English. For example, schools may be using the step descriptors from A language in common: assessing English as an additional language (QCA, 2000/584). Although the scale is not statutory it was strongly recommended by the former DCSF. The school should also have taken steps to assess the learners’ proficiency and literacy in their first language and established what prior subject knowledge and experience they have in other subjects'.
'The progress and attainment of all EAL learners, including those who are advanced bilingual learners, should be closely monitored so they are doing as well as they can. The cognitive challenge should remain appropriately high and not be reduced because the English language demand has been reduced. EAL learners’ conceptual thinking may be in advance of their ability to speak English.'
With schools now using a range of assessment systems, there is no longer one universal levelling system. You may find that assessing your EAL pupils within your school system works well. If not, the bookband levels, remain a clear and consistent system, which can be useful for obtaining a clear starting point for supporting a newly arrived pupil. You may carry out runnin grecords for Benchmarking in your school, if so , great this is useful for determing the child's level and also undertanding of the text. Oxfordowl.co.uk provides free access to a range of books with book band levels. They also come with picture sequences at the back of each book which can be useful for getting the child to retell the story (for assessment of speaking).
Assessing phonics - using the assessments connected to the phonics progammes you use in schools should be suitable for finding out where children are with their knowledge and desising a plan for teaching the unknown aspects. Two current effective programmes (there are many others) or methods are:
Sequencing and retelling a story can be an effective way of assessing a child's skills in speaking. A google search on sequencing stories will reveal a multitude of resources.
Try out these barrier games or invent your own.
Supporting newly arrived bilingual pupils - PDF with an excellent overview and practical ideas.
English as an Additional Language - working with beginners at KS1 and 2 - Excellent booklet by Gloucestershire Race Equlaity and Diversity Service
Racing into English is a website with over 300 language activities that encourage group interaction. There are suitable activities for beginner pupils and also activities for pupils at a more advanced stage of learning English. Some examples of activities for beginners are:
Ofsted has published a number of case studies on outstanding practice in EAL available at: www.goodpractice.ofsted.gov.uk/.
Schools should be aware of the resources and information on supporting pupils’ learning EAL available from the Department for Education (DfE) at: www.education.gov.uk/schools/pupilsupport/inclusionandlearnersupport/eal/a0076755/english-as-an-additional-language.