Bedford Borough English as an Additional Language (EAL) Strategy (2015-2018) 1
Bedford Borough English as an Additional Language (EAL) Strategy 2015-18 Vision In Bedford Borough we are ambitious for ALL our children and young people and believe every child in Bedford Borough deserves an outstanding education. Our aim is therefore to ensure that through collaboration, ALL our children and young people have access to and enjoy the very best opportunities, that they can realise their true potential and be all that they can be. We aim to secure the best possible educational outcomes, support the development of suitable provision and practice to meet individual needs and so give all children and young people firm foundations in life. This is equally true for our EAL learners as it is for all our Bedford Borough children and young people. This Strategy for EAL learners is therefore closely allied to our vision and strategies for all our vulnerable learners, such as Inclusion, Special Educational Needs and Disability (SEND), Looked After Children and Pupil Premium, as disadvantage does not recognise neat boundaries and labels. Its intent is to ensure that developments for EAL align with and add to Bedford Borough s Partnership Framework for Bedford Borough s Children, Young People and Families 2014-2017, it s Early Help Strategy 2015-2018: right support, right action, right time, it s School Improvement Strategy 2015-2018: Right Support, Right Time, Right Place, it s Student Support Service and other relevant team plans. It provides a framework for the development and delivery of services and support for the educational achievement of EAL children and young people within Bedford Borough. Why is this Strategy Needed? The National Context Schools both nationally and locally are experiencing the challenge of increasing numbers of pupils entering with very little or no English. The recent OFSTED report Overcoming Barriers: ensuring that Roma children are fully engaged and achieving in education (December 2014), recognised that since 2010 when funding was no longer ring fenced, 70% of local authorities had deleted posts in ethnic minority and traveller education and as a result no longer had specialist services. Paragraph 45 of the report noted that, this has led to a lack of networking and training for Roma/EAL coordinators in schools. In addition the poor language skills of both those new to English and those with more advanced conversational skills, but who have not developed the necessary understanding to perform well in formal testing, impacts negatively on attainment. Changes to factor funding for EAL mean that there is less funding available to schools overall to address this issue. 2
The Local Context - Key Issues The picture in Bedford Borough in general reflects the national picture. The Borough is recognised as having one of the most ethnically diverse populations in the East of England. The headlines from the autumn 2014 school census data indicated that: We now have 113 different languages other than English represented on our schools. The number and the percentage of EAL pupils have increased continually over the last 4 years. (5,510-21.6% Spring 2012 to 6,399-23.5% Autumn 2014). The number speaking Polish has almost doubled in this period. (581 to 1031) The number speaking Bengali has also increased significantly. (946 to 1111) In Lower, Middle and Upper schools: - EAL percentages have all increased since 2012. The highest increase being in the lower schools. (549 pupil increase or 2.6% increase in lower schools). - The highest percentage of EAL children is in the lower phase (currently 24.6% Nursery, 26.8% YR - Y4, 23.6% Y5-8, 18.7%, Y9-14, (19.6% Y9-11)). In the Primary and Secondary phase: - EAL percentages have all increased since 2012. - The highest percentage of EAL children is in the primary phase. In Nurseries: - A significant number of pupils do not have a language stated but where stated the percentage of EAL has increased significantly since 2012. Our Early Years providers and schools are facing increasing numbers of pupils entering with no English who therefore require intensive and immediate action. Whist we do not have the same preponderance of Roma as some other Local Authorities, numbers have more than doubled. This strategy focuses on championing better life chances for Bedford s EAL children and young people by addressing the both the general and specific circumstances which apply both within the Borough and nationally. It aims to ensure equality of opportunity, high aspirations and expectations, quality provision and enhanced outcomes. It relates to strategies and plans specific other groups of vulnerable learners and will work to ensure that the full range of services and key partners work coherently with schools and other educational settings to maximise impact for our EAL learners. 3
How do our EAL Learners Perform? Early Years The Bedford Borough gap between pupils whose first language is English and EAL pupils had a gap of 25% in 2014 compared to a national gap of 10%. The picture for 2013 was very similar. Year 1 Phonic Screener Pupils attaining the expected level in Bedford Borough: - 67% of pupils whose first language is other than English - 75% of pupils whose first language is English. - This represents an 8% gap. Pupils attaining the expected level nationally: - 74% whose first language is other than English nationally. - 75% of pupils whose first language is English nationally. - This represents a 1% gap. 4
Key Stage 1 The gap in Reading between EAL pupils and their peers has closed. In 2014 the Bedford Borough gap was 2% compared to a national gap of 4%. The gap in writing between EAL pupils and their peers has closed. In 2014 the Bedford Borough gap was 3% compared to a national gap of 4%. 5
The gap in mathematics between EAL pupils and their peers closed in 2014. The Bedford Borough gap was 1% compared to a national gap of 3%. Key Stage 2 Gaps between EAL pupils and their peers and were greater than at Key Stage 1. There was also an 11% gap in Bedford Borough compared to a 2% gap nationally. 6
Key Stage 4 In Bedford Borough there was a 12.4 % gap between pupils whose first language was other than English and their peers. This was 12.9% larger than the national gap. Most of the main ethnic groups performed less well than the same groups nationally. The greatest difference was in the performance of Bedford Borough Asian pupils, where there was an 18.4% gap between them and the same group nationally. The small number of Chinese pupils in Bedford Borough performed 16.9% better than this group nationally. There is an increased need to review, renew and further develop strategies and sustainable approaches to providing for our EAL learners and to support our schools in meeting the challenges they face. We have to ensure that language is not a barrier to the progress and attainment of our EAL learners to raise standards for all and close gaps in achievement. Key Strategic Objectives We will improve the progress and attainment of all EAL learners and enable every school to meet their needs by: 1. Working collaboratively and holistically to ensure that improving outcomes for EAL learners is given a high priority by Bedford Borough schools and providers. 2. Creating enhanced capacity to provide support challenge and intervention regarding EAL learners. 3. Ensuring that all EAL learners enjoy equality of opportunity and receive education appropriate to their needs in order to close achievement and progress gaps by: a. Enhancing the leadership, skills, knowledge and understanding of key practitioners. b. Supporting the further development and embedding of appropriate systems, structures and approaches. c. Supporting improvements in the quality of pedagogy, practice and provision. 7
4. Increasing the scope for sustainable improvement regarding EAL learners both within and between schools via the development and sharing of good practice, through professional development and via the development of resources and guidance. 5. Providing targeted support, initial advice and guidance and audits of practice to assist individual schools in developing provision and the skills of practitioners to meet the needs of EAL and so improve attainment and progress. 6. Engaging with a range of professionals, families and communities, in order to improve progress and attainment of EAL pupils. Attaining our Key Strategic Objectives 1. Working collaboratively and holistically to ensure that improving outcomes for EAL learners is given a high priority by Bedford Borough schools and providers by : I. Advocating for all EAL learners by challenging schools and holding them to account for improving outcomes and closing the gaps at all phases. Members of the Bedford Borough School Improvement Team provide support and challenge to ensure accountability, whole-school impact, the effective spending of Pupil Premium where relevant and that improved outcomes are reflected in the progress and attainment of EAL learners. This is part of our overall school improvement strategy to support schools to become good or outstanding as judged by OFSTED. II. Using opportunities to promote a shared vision focusing on raised outcomes and aspirations for EAL learners, which is communicated to all staff at all levels. III. The appointment of an Adviser for Teaching and Learning (ATL) to Champion EAL within the Borough resulting in an increased focus on pupils with EAL in schools. IV. Promoting the importance of skilled leadership and a champion for EAL learners in schools and settings. V. Closer collaborative working across Children s Services and with other professionals to provide a strategic approach to EAL learners. VI. Governor development opportunities to further raise awareness to support disadvantages pupils, including EAL learners. VII. Analysing data to identify the most significant educational gaps for EAL learners across the Borough in order to inform work with all schools, to target action and resources where gaps are the greatest and where collaborative work could potentially make the biggest difference. VIII. Leading on the development of evidence based targeted strategies to raise aspirations and outcomes. IX. Using Governors development opportunities to further raise awareness of priorities and issues to support EAL learners. X. Whenever appropriate and practicable providing support and guidance to schools in recruitment, retention and succession planning, to ensure they have well qualified leaders for EAL. 8
2. Creating enhanced capacity to provide support challenge and intervention regarding EAL learners. I. The Educational Improvement Strategy Group (EISG) has approved funding for a new Advisor for Teaching and Learning (ATL) post specifically for EAL, temporary in the first instance. The post holder has been appointed and will be in place for the 2014-15 academic year. II. Further capacity has been created by the appointment of a Lead Teacher to support schools in improving their EAL practice. III. A closing the gaps strategic steering group will be formed once post holders are in place. The EAL ATL/lead will be part of this group. IV. A working party will be formed to develop and drive improvements for EAL Learners. 3. Ensuring that all EAL learners enjoy equality of opportunity and receive education appropriate to their needs in order to close achievement and progress gaps by: a. Enhancing the leadership, skills, knowledge and understanding of key practitioners by: I. Promoting the importance of sufficient non-contact time and professional development to enable leads to respond quickly, implement suitable interventions, monitor and evaluate their effectiveness on the progress of individuals and groups. II. Providing professional development, increased access to targeted CPD and specific accreditation for leads and all staff in conjunction with recognised providers of quality courses e.g. The EAL Academy. This will foster best practice, build capacity and capability to understand, support and meet the needs of EAL learners. Leaders will therefore be able to make informed decisions, conduct effective evidence based improvement planning, evaluate and influence staff practice, deliver high quality CPD and ensure good outcomes for EAL learners are prioritised. III. Close working with Teaching School Alliances, to ensure capacity building and sustainability of frontline professionals to underpin work to close the gap for EAL learners. It will also support the effective dissemination of practice to all schools. IV. Further developing EAL Professional Study Groups (PSGs) and other networks for EAL leads. b. Supporting the further development and embedding of appropriate systems, structures, guidance and approaches by: I. The establishment of working parties to develop guidance and resources which support developments in provision and practice. II. III. IV. Improved early and earlier identification of the needs of vulnerable children and young people via the Bedford Borough s Early Years Strategy which outlines a number of actions to ensure that Early Years Settings and Children s Centres assess vulnerable pupil s needs at the earliest stage and, where necessary put support and intervention in place before a child starts school and throughout transition into Reception. supporting the development and operation of effective induction systems in all schools and settings. Developing suitable available and accessible on and off line resources for pupils including those new to English to accelerate English acquisition and give access to the new National Curriculum. 9
V. The development and implementation of an overarching initiative to address those with poor language skills including EAL learners in all phases. This will involve the upskilling of key staff who will then support and promote a range of sustainable, systemic strategies and improvements in practice. VI. VII. VIII. The promotion and development of high quality post-16 provision for EAL learners to narrow gaps and reduce economic disadvantage through supporting providers to improve achievement. The development and implementation of an overarching strategy to address those with poor language skills in all phases. This will finish sentence. Developing suitable, available and accessible on and off line resources repeat of point IV? c. Supporting improvements in the quality of pedagogy, practice and provision for both new to English and those with more advanced skills by: I. Providing continuing professional development and access to accredited courses, for all schools, for all staff including TAs and more bespoke input for individual schools and settings. This will focus specifically on developing practice and provision either to meet the needs of EAL pupils newly arrived pupils in all Key Stages with little or no literacy in any language or on enhancing the academic language skills of pupils at the later stages of English language acquisition. II. Facilitating support to schools and cross phase collaboration to improve the quality of pedagogy, practice, provision and disseminate best practice for vulnerable learners. This in turn will enable schools to remove barriers to learning, raise standards and maximize the impact of interventions, from preschool into school and beyond. III. The use of ICT, where possible, to provide swift and easy access to guidance, good practice, high quality case studies and up-to date educational research about the effective strategies and interventions for EAL learners. IV. The development and provision of guidance and key resources to support the most effective strategies to close educational gaps and support staff in doing their jobs effectively. Any identified successful strategies to be scaled up across the Borough. V. Promoting effective information sharing arrangements, induction and transition practice so that plans can be made and support put in place in a timely manner e.g. as soon as the child joins the school. VI. The findings of the AfA MITA project and the subsequent sharing of effective practice will be used maximize the impact of Teaching Assistants (TAs) working with EAL learners via the School Improvement Team. 4. Increasing the capacity for sustainable improvement for EAL learners both within and between schools via the development and sharing of good practice, through professional development and via the development of resources and guidance via: I. Creating Borough-wide networks to facilitate the development and sharing of good practice. 10
II. Encouraging and facilitating school-to-school support. III. Developing a more strategic approach to the identification and recognition of areas of good practice for EAL which is then able to act as a resource for others in order to facilitate effective school to school support. IV. Learning from national and regional leading edge research and developments to inform future actions. V. Producing a Bedford Borough Handbook and bank of resources available to all schools and settings. VI. Building a rich legacy of best practice materials/resources, available to all schools, nurseries and settings for EAL and related areas e.g. the effective use of pupil premium, in order to provide a basis for sustainable and continued improvements in practice and provision. VII. Supporting schools and settings in understanding how to collect accurately and interpret effectively EAL data. 5. Providing targeted support, initial advice and guidance and audits of practice to assist individual schools in developing provision and the skills of practitioners to meet the needs of EAL and so improve attainment and progress via: I. Advice, guidance, training and modelling to settings, nurseries and schools at a universal and a more bespoke level to improve access to the curriculum at whole class QFT, small group and individual intervention level, to raise achievement and increase rates of progress for all EAL pupils. II. Guidance regarding individual EAL pupils who are underperforming, including the identification of pupils who are EAL but also have overlapping needs e.g. who are EAL but also have SEND needs, which in turn informs planning and actions to close gaps. III. Facilitating the development of EAL practice in individual nurseries and schools which in turn informs planning and actions to close gaps. 6. Engaging with families and communities, in order to improve progress and attainment of EAL pupils. We will work with schools, settings and other partners, including community groups, to actively promote the involvement of families and communities by: I. Providing professional development in individual schools and settings to promote effective action e.g. via AfA Structured Conversations. II. Encouraging courses aimed at increasing parental and community engagement for example English language courses for adults based in schools or supplementary schools. III. Establishing arrangements to promote access to well trained staff who can communicate with parents including those from newly arrived communities to foster effective relationships between schools, parents and community e.g. via the development of a directory of languages spoken in our schools and the promotion of reciprocal arrangements. IV. Developing forums in which we engage with community organisations, including the Equality and Diversity Group, in order to place a high focus on improving progress and raising the attainment of EAL pupils. V. Seeking opportunities to provide joint training with other relevant providers. 11
VI. VII. Providing skilled, accessible parenting support via the Early Help initiative. Highlighting and communicating good practice and initiatives regarding schools engaging with their communities and providing facilities and family learning opportunities. Resourcing the Strategy The project is facilitated via Bedford Borough Children s Services staff and funding from the Underperforming Ethnic Group Fund (UPEG). In addition the EISG have funded a specific post of a full time Adviser for teaching and Learning for EAL with the necessary skills and expertise to lead on further developing practice and provision across all phases at both universal and targeted levels. The post holder will work over the academic year 2014-15. Additional funding and support will be provided via the Early Help initiative. Measuring Success The impact and success of this strategy will be evaluated evidenced by: 1. A reduction in the attainment and progress gaps at each key stage between: a. EAL Learners as a whole and their peers both locally and nationally. b. Specific groups of EAL Learners and their peers both locally and nationally. 2. Developments in sustainable practice and provision indicated by the specific meetings of working parties, training, PSGs and feedback provides evidence of: a. The sharing and development of good practice for EAL. b. Updated Bedford Borough advice and guidance, a bank of resources, strategies, materials and assessments, are produced, are available as shared resources and are in use in all relevant Borough schools and settings. c. There is a directory/web portal of EAL expertise within Bedford Borough schools. 3. A positive response from schools and providers and feedback from a range of professionals: a. Evaluates events as good or outstanding. b. Indicates that capacity and expertise has increased as the skills of practitioners at all levels has improved, practitioners are more knowledgeable and confident in their own practice and in developing and delivering provision to meet the needs of EAL learners. This in turn will indicate an increase in capacity within the LA and schools to support sustainable improvement. 12
4. Attendance by lead at regional and other relevant meetings evidences that this: a. Provides up to date information which is disseminated to schools attending PSGs or training. b. Informs further developments within the Borough. 13