Provision for EAL in Primary and Post-primary Schools - evaluation findings and conclusions Launch of the Intercultural Education Strategy Thursday 16 th September 2010 Gary Ó Donnchadha, Assistant Chief Inspector Evaluation Support and Research Unit

Inspectorate Evaluations of EAL – Primary and Post-primary  A focussed evaluation of provision for English as an Additional Language (EAL)  30 Primary and 15 Post-primary schools  Evaluation of provision, planning, support, teaching and learning  Interviews with management, staff and students  Questionnaires for parents and students  Individual reports published on the 45 schools

Sample of Key Findings – Primary schools  A positive climate and ethos along with effective management of pupils  Inclusive schools characterised by equality and respect  Good learning environments and qualified teachers  Mixed findings regarding communication with parents and involvement  School principals positive about cultural diversity in their school communities  Good or very good teaching in both mainstream and EAL support settings  Absence of a systematic approach to planning, assessment and recording

Sample of Key Findings – Post-primary schools  Open and inclusive enrolment practices  Good resources and good access to curriculum subjects  Praise for the work ethic, motivation and high aspirations of EAL students  Significant difficulties in managing the allocated teaching hours  Teaching satisfactory but improvements frequently recommended  Planning, coordination and assessment were underdeveloped and there were poor links between subject departments, teachers and teachers in support roles

Some Conclusions  The school’s culture of inclusion, management and coordination o The climate of inclusion is the backdrop to the work of everyone in the school o Board members have a positive contribution to make o The principal as instructional leader is in a pivotal position to progress whole- school issues that impact on EAL learners o Co-ordination and concerted action needed to ensure progression for learners o Most significant weakness related to planning a differentiated programme and insufficient emphasis on cognitive curricular language  The central role of mainstream class / subject teachers in EAL provision o A curricular language infuses the classroom – language enables meaning o Key message about language across the curriculum highlighted but there is a distance to go in this area

And finally...  Assessment / learning outcomes and system data issues o Assessment is a critical competence for schools o EAL Assessment Kits a vital development to support assessment of the four skills o Monitoring of progress of EAL students and comparison with self and peers o There is an absence of comprehensive assessment data in schools o More systematic management of data at school and system levels required  Capacity building and school self-evaluation o Significant progress has been made in recent years in resourcing schools o A wealth or resources available on Department of Education and Skills AIM Portal o In addition to external supports school boards must engage in capacity building o School self-evaluation provides an evidence-based process to guide school decision-making and direction o Who better to tell us about the quality of our schools and our system than the learners themselves?