EAL AUDIT

BACKGROUND DATA- GATHERING INFORMATION
 What ethnic groups are represented in the school? What is the percentage of each?
 Which languages are spoken by children in the school? [Give a rough percentage of
each]
 To which religions/faith communities do the students in the school belong? [Give a
rough percentage of each]
 What is the breakdown of the Special eeds !egister by ethnic group? ["ercentages
of each category are better than numbers if possible]
Ethnic group Stat!nt
 If there is a gifted and talented register# is any ethnic group significantly over or
under represented? $n which respects? %o you know why?
 What is the attainment/progress level of each ethnic group where your school has
more than a few individual children?
Ethnic Group"
Eng#i"h- Ra$ing
&ear
group
'ohort
si(e
umber in
ethnic group
)age of group attaining
e*pected level or above
&r +
&r ,
&r -
&r ./
&r ..
&r .0
&r .1
Su%&ct' Eng#i"h - (riting
&ear
group
'ohort
si(e
umber in
ethnic group
)age of group attaining
e*pected level or above
&r +
&r ,
&r -
&r ./
&r ..
Yr 12
Yr 13
Su%&ct' Math"
&ear
group
'ohort
si(e
umber in
ethnic group
)age of group attaining
e*pected level or above
&r +
&r ,
&r -
&r ./
&r ..
&r .0
&r .1
LEADERSHI) AND MANAGEMENT
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 The school actively promotes positive relationships between
different groups of students in order to ensure the inclusion and
attainment of minority ethnic# newly arrived and more advanced
234 students5
 3ll school teaching and support staff are clear on the definitions
of racist bullying5 !obust systems are in place to monitor and
report racist incidents# with a clear procedure of action to follow5
 The 6eadteacher / S4T provides an active lead on ensuring the
attainment of minority ethnic and 234 students5
 The school development plan has clear ob7ectives and strategies
for ensuring the attainment of minority ethnic# newly arrived and
more advanced 234 students5
 The school8s '"% cycle includes regular provision for training for
all staff related to the induction# assessment and ongoing support
for teaching and learning of minority ethnic# newly arrived and
more advanced 234 students5
 The school actively recruits governors representative of local
community groups
 The school has clear and effective policies and procedures for
234 3dmission outside the normal admission times in which all
relevant information is collected and relationships with parents
and carers established5
 The school collects and uses a range of information from
previous schools and settings as well as parents/carers to
maintain the progress of minority ethnic newly arrived and more
advanced 234 students from primary to secondary school
 The school has robust and sensitive systems for collecting
relevant data for minority ethnic# newly arrived and more
advanced 234 students including9
Total number of
• 234 students
• :inority ethnic students
• 4anguages spoken
 The school has robust and sensitive systems for collecting
relevant conte*tual data for individual minority ethnic# newly
arrived and more advanced 234 students including9
• ;irst language 4.
• 4iteracy in 4.
• <ther languages spoken
• 2thnicity
• 4ength of schooling inside and outside the =>
 The school analyses attainment data by ethnicity and 4. to ensure
an accurate picture of progress and attainment across all years5
 The leadership team analyses the attainment data to identify
trends in relation to sub7ect# key stages# year groups or classes
and ensures that targeted action is taken as a result5
 Targets are set for the attainment of all groups of minority
ethnic newly arrived and more advanced 234 students overall and
progress is rigorously monitored5
 'omposition of student groups is monitored to ensure that
minority ethnic newly arrived and more advanced 234 students
are not placed inappropriately or over?represented in lower sets5
ACTION )OINTS
)OLICIES, DI+ERSIT*
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 The school has developed its own policies for 234# !ace 2@uality
and 2@ual <pportunities5
 The needs of 234 students are included in the development plan5
 There is a language policy which supports bilingual students in
addressing their social and pastoral needs#their access to learning#
their 4. development and their development of 2nglish
 The language policy links to policies on inclusion# anti?racism and
e@uality5
 3 member of staff is responsible for 234 in the school and for
implementing the 234 policy5
 3ny new initiative Ainternal or e*ternalB is evaluated in relation to
its impact on bilingual students5
 The school has a good stock of intercultural resources including
those relevant to students in the school5
 Cilingualism is viewed positively and the achievements of students
in the wider community are acknowledged and celebrated5
e5g5fasting during !amadan# attending classes outside school e5g5
>oran classes# "olish school# Taking e*ams in home language e5g5
G'S2 'hinese#
 The school displays and assemblies reflect the diversity of the
school5
 4anguages used in the school are included in commercially available
posters5
 The school ensures that parents have access to interpreters and
 translated materials5
 The school looks for ways to include parents of 234 students
more actively in the life of the school5
 The school provides opportunities for students to be involved in
cultural or language activities in school5
ACTION )OINTS
CURRICULUM- TEACHING AND LEARNING
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 234 specialist and bilingual support staff work together to
plan and deliver the curriculum while meeting the linguistic
needs of all students5
 3n environment is created in which there is space for
language development and in which studentsD languages are
valued5
 'o?ordinated partnership or in? class support approaches
are used5
 Staff analyse the language as well as cognitive demands of
the curriculum5
 Staff determine the appropriate language inputs for
students at different levels of 2nglish ac@uisition and set
appropriate challenging language outcomes5
 3ny withdrawal arrangements are carefully monitored for
impact and to ensure full access to the curriculum5
 3ll staff use 234 support strategies to ensure curriculum
access5Ae5g5 additional verbal and visual support#
collaborative activities#writing frames# directed activities
related to te*t A%3!TsB
 4esson plans show evidence of the development of higher?
order thinking skills5
 4esson plans show evidence of integrating speaking and
listening activities into the curriculum5
 4esson plans show evidence of e*plicit teaching of academic
language skills5
 Schemes of work and lesson plans show evidence of use of
focused language development activities such as active
reading strategies5
 Schemes of work and lesson plans show evidence of support
for developing e*tended writing# eg through modelling# oral
rehearsal# shared writing5
 Schemes of work and lesson plans show evidence of
opportunities for students to reflect on their own learning
and evaluate their work and progress5
 Students are grouped within classes in such a way as to
support both their progress in the sub7ect and their
language development5
 "airings and grouping for purpose are operated effectively
for 234 students
 There are opportunities for students to work
collaboratively in appropriate conte*ts5
 Staff review groupings to ensure that 234 learners have
access to strong 2nglish language peer models and that
students are set according to ability rather than
proficiency in 2nglish5
 There are opportunities for students to hear and see
appropriate language modelled5
 School staff and the 234 teacher have regular liaison to
discuss student progress# needs# targets and plan support
collaboratively5
 Targeted students have agreed language development as
well as challenging curricular targets and these are used to
inform planning5
 $ndividual student targets for aspects of 234 are set
where appropriate5
 Staff provide opportunities for 9
aB bilingual students to use their first language to enhance
learning5
bB language awareness activities for whole class E e5g5 dual
language story telling5
 Staff provide e*tra support for students outside the
classroom5
e5g5 homework club# older buddies# drop in with 234 teacher#
taped materials5
 The school makes full use of the range of 234 services e5g5
staff training# advice on translation or assessment5
 Teaching materials are checked for cultural bias5
ACTION )OINTS
ASSESSMENT
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 Staff are aware of what additional assessment
arrangements are available for national tests and
e*aminations so they can advise students5
 :echanisms are there for the school to track student8s
progress and targets are set on an individual# a group or a
class basis5
 The school makes specific provision which could help to
raise levels of attainment of minority ethnic/bilingual
students Asuch as study support]5
 Gifted and talented 234 students are identified and their
talents provided forF the process and programme involves
bilingual students# parents/ carers and the children
themselves5
 Students8 language development is monitored and use is
made of profiles to feed into the target setting process5
 Students8 progress in relation to 234 is measured using 234
assessment procedures5
 Staff have had access to appropriate training in 234
assessment5
ACTION )OINTS
DATA A(ARENESS
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 3ppropriate data broken down by ethnicity is collected to
support the work5
 3ttainment and achievement data is analy(ed by ethnicity#
gender and economic groups and used to monitor performance
and progress against targets5
 The analysis of data is used to inform action plans and to set
targets for groups and for students5
 Staff are made aware of whole school# appropriate key stage#
unit and departmental data broken down by ethnicity5
 Staff are aware of the different backgrounds and groupings
that e*ist within the school5
ACTION )OINTS
MONITORING
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 The school regularly updates students8 language levels in
order to provide accurate information for all staff5
 !eports include information on progress in 2nglish as an
additional 4anguage and any support work done with 234
teacher5
 $ntervention takes place based on data5
 The school / education authority monitors the achievement
of 234 students5
 The effectiveness of approaches is formally monitored5
 "rogress towards targets is regularly monitored5
ACTION )OINTS
IDENTIF*ING NEED
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 Students8 language development is monitored and use is
made of profiles to feed into the target setting process5
 Students8 progress in relation to 234 is measured using 234
assessment procedures5
 Staff have had access to appropriate training in 234
assessment5
ACTION )OINTS
ATTAINMENT AND ACHIE+EMENT
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 The school makes effective provision for minority ethnic newly
arrived and more advanced 234 students to take e*aminations in
home# community and heritage languages5
 The school makes provision for 234 students to take 2nglish
proficiency e*aminations at an approved local language centre5
 =nderachieving minority ethnic newly arrived and more advanced
234 students are targeted for support at key enrichment
activities such as homework clubs and revision clubs and their
attendance is monitored5
 The school actively engages minority ethnic newly arrived and
more advanced 234 students by involving them in all aspects of
school life and in seeking their views in a variety of ways5
ACTION )OINTS
)RE)ARATION
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 The school has clear procedures for the enrolment of new 234
students which are known to administrative staff5
 There are procedures and easily understood materials to support
induction5 e5g5 booklet with clearly labelled map of the school#
names of teachers# times5
 There is a designated teacher with responsibility as an 234
coordinator and are all staff aware of this5
 Staff know where to find information on bilingualism and support
strategies5
 ew 234 students sit placement tests and undergo a needs
analysis5
ACTION )OINTS
S2
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 The distinction between 234 and S2 is made clear and is
understood by all staff5
 The needs of 234 students and S2 students are clearly
differentiated while at the same time the needs of 234 students
with Special 2ducational eeds are appropriately met5
ACTION )OINTS
STAFFING
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 The staff and governing body include members of different
ethnic and language groups# especially those represented in
the community5
 Teaching and non?teaching staff are suitably @ualified and
aware of good practice in the field of 234# bilingualism and
strategies to support language development5
 There is an appropriate balance of teachers and teaching
assistants to meet the 234 needs of the students as well as
their first language# social and curricular needs5
 Gualified and e*perienced 234 staff play a strategic role in
school offering advice# training and producing resources5
ACTION )OINTS
TRAINING
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 Staff new to the work are provided with appropriate training and
more e*perienced staff are able to access training to keep
abreast of developments in the field5
 $nformation is obtained about current developments and about
good practice in the field of 234 and incorporated into the work5
ACTION )OINTS
RESOURCES
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 !esources are monitored to ensure that they are appropriate
linguistically and culturally as well as conceptually5
 Specific resources to support 234 students have been obtained
and produced5
ACTION )OINTS
)ASTORAL CARE
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 The induction process deals with @uestions of language# culture
and prior attainment5 ;or e*ample# the school finds out about the
prior e*perience of school new arrivals and their knowledge of
languages other than 2nglish5
 The process of transition both to and from other schools shows
sensitivity to @uestions of language and culture5
ACTION )OINTS
S)IRITUAL- MORAL AND SOCIAL AS)ECTS
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 The school creates opportunities to ensure that parents/carers of
minority ethnic newly arrived and more advanced 234 students are
e@uipped to support their children8s education# for e*ample# by
providing information evenings# workshops and support packs5
 The school engages the parents/carers of minority ethnic newly
arrived and more advanced 234 students by actively seeking their
views9 reaching out to parents/carers less confident in speaking
2nglish through the use of translators and interpreters as well as
targeted meetings5
 :inority ethnic and bilingual parents/carers are well informed
about a range of school developments# such as procedures for
national tests# e*amination entry policy# enrichment classes5
 The school actively develops links and effective partnerships with
the wider minority ethnic and bilingual communities# for e*ample
through complementary schools# local art groups# local businesses5
 The school actively secures representation of the minority ethnic
and bilingual communities at all levels of non?teaching and teaching
staff5
 'lassroom and corridor displays positively reflect the languages#
e*periences and heritages of minority ethnic newly arrived and
more advanced 234 students5
 :inority ethnic# newly arrived and more advanced 234 students
are represented in all aspects of school life such as school council#
school teams# gifted and talented initiatives5
ACTION )OINTS

)ARENTS AND COMMUNIT*
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 "arents and the communities are kept informed and involved in
their children8s educational and language development5
 Strategies to meet parents8 language needs have been adopted5
 The school liaises with parents eg through written translation or
spoken interpretation offered# both at parents8 evenings and when
there are concerns about a child8s progress?
 The school encourages parents to support their children5 ;or
e*ample# by e*plaining teaching methods# the content of the
curriculum and homework and how parents can best help5
ACTION )OINTS