ENGLISH AS AN ADDITIONAL LANGUAGE

POLICY
REVIEWED BY THE GOVERNORS OF THE COMMUNITY FOCUSSED EXTENDED SCHOOLS SUB COMMITTEE DATE ADOPTED BY GOVERNORS: 14th MARCH 2011 REVIEW DATE: MARCH 2012

General Welfare Requirement: State here which EYFS Welfare Requirement this document relates to. Using the EYFS Statutory Framework, quote here which area of the general welfare requirement this document relates to.

Equality of opportunity

1.16 English as an Additional Language

Policy statement

We will welcome and value the cultural, linguistic experiences that children bring to the playgroup.

We will implement strategies to ensure that EAL children are supported in accessing the curriculum.

EYFS key themes and commitments

A Unique Child

Positive Relationships

Enabling Environments 3.2 Supporting every child 3.4 The wider context

Learning and Development 4.4 Areas of learning and development

1.2 Inclusive Practice 1.3 Keeping Safe

2.1 Respecting each other 2.2 Parents as Partners 2.3 Supporting Learning 2.4 Key Person

Procedures We will assess the skills and needs of children with EAL and give appropriate provision throughout the playgroup. We will equip practitioners with the skill, knowledge and resources to be able to support and monitor children with EAL.

To maintain childrens self-esteem and confidence by acknowledging and giving status to their own skills and language. We will recognise the childs mother tongue. Rooms will be socially and intellectually inclusive, valuing cultural differences and fostering a range of individual identities. Allow children to use their mother tongue to explore concepts. Give newly arrived children time to absorb English there is a recognised silent period when children understand more English than they use this will pass if their self confidence is maintained. All adults are to ensure that EAL students hear good models of the English language. To liaise with parents/carers. To liaise with the multicultural service.