English as an Additional Language
Intent
At Seva Education, we recognise that a pupil’s EAL (English as an Additional Language) status is determined by the language first learned and spoken at home. We are proud of our diverse and inclusive community, where all cultures, languages, and backgrounds are valued and celebrated. Every child is welcomed, respected, and supported to achieve their full potential.
We are committed to ensuring that the teaching, learning, achievement, attitudes, and wellbeing of all pupils are fully supported. Our curriculum reflects and celebrates the rich cultural experiences and backgrounds of our learners, recognising the importance of each child’s cultural capital. Through our diverse, text-led curriculum, we provide meaningful learning opportunities that build upon pupils’ prior experiences, languages, and identities.
As a school, we understand the distinction between social communication skills and academic language proficiency. We recognise that some pupils may be able to access and understand the curriculum at a higher level than their spoken English may initially suggest. Our provision is therefore carefully tailored to ensure that language is never a barrier to learning, participation, or achievement.
The aim of this policy is to ensure that we meet the full range of needs of pupils learning English as an additional language, in line with the requirements of the Equality Act 2010. We are committed to working in partnership with families and use platforms such as the ClassDojo to support effective communication through translation features, enabling greater parental engagement and accessibility.
Implementation
What is our EAL provision at Seva Education?
Early English language skills are identified and supported through careful assessment processes, including diagnostic and observational tools. These assessments enable staff to monitor individual pupils’ development and identify strengths and areas for support in the following areas:
- Language acquisition
- Social interaction and communication
- Basic subject skills, including reading, writing, and mathematics
Seva Education recognises that pupils with EAL who require additional language support do not automatically have SEND needs. Equally, we recognise that some EAL pupils may also have SEND needs, and where identified, they will have full and equitable access to the school’s SEND provision. We also acknowledge that pupils learning English as an additional language may demonstrate high levels of ability, giftedness, or talent, even if they are not yet fully fluent in English.
We are committed to providing high-quality professional development for staff to strengthen their understanding of effective EAL pedagogy and inclusive teaching practices. Staff training and resources, including support from Learning Village, help ensure that teaching strategies are responsive to the needs of EAL learners.
All staff actively support pupils learning English as an additional language through a range of inclusive strategies, including:
Developing spoken, understood, and written English by:
- Explicitly teaching both subject-specific and everyday vocabulary, including idioms, figurative language, and technical terminology
- Modelling and explaining how spoken and written English is structured for different purposes across the curriculum
- Providing a wide range of reading materials that demonstrate different uses and styles of English
- Creating regular opportunities for structured talk and discussion to develop language and support writing
- Building upon pupils’ home languages, cultural experiences, and community backgrounds so that English development complements and values multilingualism
Ensuring access to the curriculum and assessment by:
- Using accessible and appropriately differentiated texts and learning materials suited to pupils’ ages and stages of learning
- Providing support through technology and visual resources, including Learning Village, audio-visual materials, translation tools, and dictionaries
- Ensuring pupils have access to appropriate classroom and online resources to support communication, understanding, and independence
At Seva Education, we follow a structured and supportive induction process for new EAL learners to ensure that pupils settle quickly, feel welcomed, and are able to access learning from the earliest opportunity.
Impact
How do we monitor this?
At Seva Education, we strive to ensure that every pupil, regardless of their level of English proficiency, can access learning alongside their peers and participate fully in school life. Pupils and their families are supported to develop confidence and competence in English while maintaining and valuing their home language and cultural identity.
Staff maintain high expectations for all pupils with EAL and monitor progress carefully through both formative and summative assessment. EAL pupils are regularly discussed during Pupil Progress meetings, where staff collaborate to share effective practice, review provision, and identify any additional support needs at the earliest opportunity.
Through our inclusive approach, pupils receiving EAL support make progress academically, socially, and emotionally. They develop the communication skills, confidence, and independence needed to access the curriculum, engage positively within the school community, and prepare successfully for the next stages of education and adult life.
