1. Minority Ethnic Achievement Children’s Services 1 EAL Network meeting 21 st November 2012

2. Minority Ethnic Achievement Children’s Services 2 Responses to questionnaire issued to headteachers

3. Minority Ethnic Achievement Children’s Services 3 Use of the cluster funding: good practice Funding used to enable staff from across the cluster schools to meet and develop plans for developing shared provision and resources across the cluster Funding used to release EAL staff to carry out EAL responsibilities or to meet with the peripatetic teacher Resources purchased to supplement those purchased with the £30 funding provided for each new arrival

4. Minority Ethnic Achievement Children’s Services 4 Other good practice Staff with EAL expertise supported staff at other cluster schools Joint EAL training (on new arrivals assessment) for a few of the cluster schools from the peripatetic teacher Peripatetic teachers working with staff who attended the training course – this follow up support consolidated and extended learning from the course

5. Minority Ethnic Achievement Children’s Services 5 Plans for use of remaining cluster funding Run an ESOL course for parents Continue to release staff to access support from peripatetic teacher Pay for cluster training to build on the new arrivals training course Create a cluster EAL library based at one school Funding will be used to release EAL leads who have worked with the peripatetic teacher to provide training for staff at other schools as required.

6. Minority Ethnic Achievement Children’s Services 6 Impact of peripatetic teacher ‘Assessments conducted by the teacher gave schools a clear steer as to how to support pupils and build on their strengths. Having observed the teacher conducting assessments, staff became confident to carry out assessments themselves.’ ‘She has been invaluable in offering insight and strategies to support EAL children… This has built up our capacity for dealing with new arrivals.’

7. Minority Ethnic Achievement Children’s Services 7 Impact of 60 hours TA funding for new arrivals Schools have been able to build on learning, revisit language and ensure it is secure. The children have formed a stronger relationship with that member of staff. Fantastic - the children really benefited – their confidence was much higher. It helped children to make more rapid progress which in turn has impacted on positive outcomes at the end of key stages. The progress made by some children was tremendous, enabling them to take an active part in the classroom and access the curriculum more quickly.

8. Minority Ethnic Achievement Children’s Services 8 Impact of the new arrivals training course Staff know how to assess pupils on arrival and so targeted intervention/support is put in at the earliest opportunity. Staff have a greater awareness of resources available and where to source them. Funding for supply cover has been used to give staff time to carry out assessments together and find resources. Funding used to release staff to follow up on training – develop new procedures and enhance school environment. Staff who attended led INSET to disseminate training to ALL staff in school to increase understanding of children’s needs and introduce new procedures for new arrivals.

9. Minority Ethnic Achievement Children’s Services 9 Folder of guidance materials Used to develop practice and procedures in school Used to further develop knowledge and ideas gathered at the training

10. Minority Ethnic Achievement Children’s Services 10 Collaborative cluster working to develop EAL provision Agenda item on HT cluster meetings. Plan to set up an email network of EAL leads in the cluster. EAL leaders in the cluster schools worked together to share good practice, share current resources, develop shared priorities and begin to develop an EAL library for the cluster.

11. Minority Ethnic Achievement Children’s Services 11 Other plans for sustaining developments EAL staff will continue to be released to conduct assessments of new arrivals and write up assessment reports for sharing with class teachers and TAs. TAs/ EAL leaders will be given time to continue to develop resources for supporting new arrivals – including developing their knowledge of the Racing to English CD and preparing materials from the CD. The cluster has agreed to top up the TA funding provided by the LA to maintain the 60 hours funding.

12. Minority Ethnic Achievement Children’s Services 12 Plans cont. Will possibly carry out an audit of teacher confidence in this area. Explore the setting up of a cluster EAL team to learn from each other’s experience and practice. Ensure that trained staff cascade information to others.

13. Minority Ethnic Achievement Children’s Services 13 What LA support or training would be useful? Repetition of new arrivals training course for new staff. Refresher training for trained staff. Continued training to develop expertise and provide continued support. Whole staff training on how to be supportive to new arrivals/EAL parents as a school ie office staff, lunchtime staff as well as teaching staff and assistants. An event to celebrate diversity where EAL children get to meet EAL children from other schools.

14. Minority Ethnic Achievement Children’s Services 14 What LA support or training would be useful? Cont. Further support from peripatetic teachers when new arrivals are admitted. EAL has been given a much higher profile in the revised EYFS, and therefore requires specific training for Early Years staff. Training and guidance on supporting children who are more advanced learners of EAL (especially in light of the new KS2 grammar test). More funding for resources and for TA support for new arrivals.

15. Minority Ethnic Achievement Children’s Services 15 What LA support or training would be useful? Cont. Forums for sharing good practice. More bilingual support. Secondary schools: Information/ training on cultural differences.

16. Minority Ethnic Achievement Children’s Services 16 LA support 2012-13

17. Minority Ethnic Achievement Children’s Services 17 LA support 2012-13 Training – see handout Ongoing advisory support: Termly network meetings/ Bespoke in-school support (surgeries; training; support for co-ordinators) Support for first language GCSE entries Wokingham Learning platform - EAL area Peripatetic teacher support - extended until Easter Bilingual support from Polish and Arabic bilingual TAs/ University student volunteers

18. Minority Ethnic Achievement Children’s Services 18 Funding for new arrivals For each newly arrived pupil: Funding for 25 hours TA support (£258) £30 resources funding To claim the funding, contact surinder.dhaliwal@wokingham.gov.uk The TA funding and resources funding will be transferred to the school on return of the completed TA timesheet.

19. Minority Ethnic Achievement Children’s Services 19 LA support 2012-13 Cont. Conference for Young Interpreters? Literacy Champions project English courses for parents

20. Minority Ethnic Achievement Children’s Services 20 Bilingual directory On line directory of bilingual school staff and parents who are willing to use bilingual skills to support other schools Support that bilingual people may offer: - Interpreting meetings (with children/ parents) - Translating text - Classroom support Expected that much support will be free of charge but that travel costs will be paid Each school that wishes to be involved will need to have a member of staff who is the contact

21. Minority Ethnic Achievement Children’s Services 21 Actions Return to EW: Name of bilingual directory contact + info about bilingual parents/ staff – By Friday 23 rd November Headteachers: Requests for bespoke LA support for the cluster/ individual schools Cluster/ school plans for EAL work

22. Minority Ethnic Achievement Children’s Services 22 Pupil performance data Summer 2012

23. Minority Ethnic Achievement Children’s Services 23 Ofsted good practice case studies Secondary: Feltham Community College/ Belle Vue Girls School Primary: Cheetham C of E School/ Cranford Park Primary School/ Greet Primary School/ Cherry Orchard Primary School What strategies/ ideas from the case studies could you promote at your school?

24. Minority Ethnic Achievement Children’s Services 24 Key messages: Quality First Teaching – including a focus on language - staff CPD Valuing and promotion of bilingualism and cultural diversity Target setting/ Tracking and monitoring/ High expectations Knowing children well Partnerships with parents Peer support

25. Minority Ethnic Achievement Children’s Services 25 Forms of EAL support Quality first teaching Learning environment: dual language resources; audio resources; displays; role play areas In class support: Guided work/ bilingual support from a TA, peer, parent/ buddy support/ TA support ICT support e.g. Clicker Small group/ 1-1 withdrawal support: Racing to English/ Talking Partners programme/ pre-teaching and consolidation/ guided writing units/ reading support ….

26. Minority Ethnic Achievement Children’s Services 26 Forms of EAL support Cont. Extra curricular e.g. games club Independent work e.g. translated website pages/ bilingual dictionary/ vocabulary book Parental support e.g. reading – dual language books/ Oxford Owl website