1. Bowling Park Primary School Our Inclusion story

2. Our Aims To ensure that children who are new to English and new to our school are able to: -enjoy learning -make accelerated progress -integrate into our mainstream setting quickly and successfully

3. Our context Split sites. 71% have English as an additional language. The number of pupils leaving or joining the school part way through the year is well above average (2011-2012 88 arrivals and 90 leavers,, 2012 – present 57 arrivals, 69 leavers). The large majority of these children are new to English Gypsy Roma children are our second largest ethnic group (after British Asian Pakastani). Autumn Term Audit: 61 new to English, of whom 53 have been in school less than 12 months.

4. Our New to English children

5. What we do New to English children (most of whom are Gypsy Roma from Eastern Europe) taught by 3 qualified teachers plus additional specialist support staff. New to English provision split in to 2 Phases: - Phase 1 - Phase 2 Provide a tailor-made curriculum based on the needs of the learner.

6. What we do Phase 1 – being ready to learn Phase 2 – securing Level 1, being ready to achieve Level 2 in a mainstream setting. Still being developed: supporting children who are back in class and continue to need additional support to make accelerated progress

7. What we have achieved An accessible and challenging curriculum developed to respond to need and ensure children make accelerated progress. -About Town -Polar Express -Tropical World -Jerusalem Farm -Chester Zoo All topics are linked to real life experiences in order to maximise the impact of language development.

8. What we have achieved

12. Assessment Stories -Robert (Year 3): Started in N2E Phase 1 end of September 2012 (R - Step 2, W - Step 2). Left N2E provision end of February 2013 (R -, W - ) -Kevin (Year 4): Started in N2E Phase 1 beginning of September 2012 (R – S1, W – S1). Left N2E provision beginning of March 2013 (R – 2c, W – 2c). -Marie (Year 6): Started in N2E Phase 2 beginning of October 2012 (R – Step 1, Writing – Step 1). Final assessments R – 2b, W – 2b. In order to show progress, and to be able to plan effectively, assessment has to be really finely tuned. Therefore, we have created an assessment continuum that works for our pupils.

13. What we have achieved Ofsted February 2013 ‘This is a happy and improving school where pupils from a range of different backgrounds get on very well together.’ ‘ A significant proportion of pupils enter the school at the early stages of learning to speak English as an additional language. These pupils are fully integrated into the school and quickly make good progress.’ ‘Pupils help one another and the whole school is very inclusive and a place where every pupil really does matter.’