This whole school policy has regard for children in EYFS.

It has regard for The Education (Independent School Standards) Regulations 2014, Part 1.

It should be read in conjunction with;

  • The Curriculum policy
  • The Equality and Accessibility Policy

Bi- lingual and multi- lingual learners are those who function in more than one language for whom English is a second or additional language.

The Cedars school celebrates the cultural and linguistic backgrounds of all learners. We support all children and their families to ensure that each child has full access to the curriculum to enable learning, achievement and social and personal development.

Aims:

  • To welcome children and families of all faiths and cultures and to support those where English is an additional language
  • To assist each child integrate into their new environment.
  • To identify each child’s needs and establish a programme to support learning such that they can access the school’s curriculum in full as soon as possible.
  • To monitor each child’s progress.
  • To create a strong partnership between school and home.

At The Cedars we will:

  • Promote a learning environment where pupils feel secure enough to use their newly acquired language skills.
  • Acknowledge the importance of a child’s home language(s) and cultural background.
  • Encourage and support the involvement of parents/carers in their children’s education.
  • Create a learning environment which promotes respect, co-operation and mutual support

beneficial to all individuals and to not tolerate racist or biased attitudes and behaviour.

  • Ensure pupils feel safe and at ease in the playground through the use of playground buddies.
  • Value the contribution made by all pupils.
  • Use teaching methods and styles that take account of the needs of EAL pupils from different ethnic groups.
  • Ensure planning identifies the language demands of the Curriculum and provides differentiated learning opportunities matched to EAL pupil’s needs.
  • Encourage and give opportunities to use formal written and spoken English as well as

developing colloquial English.

  • Provide supportive contexts for learning by ensuring that learning builds on previous knowledge and by using a range of strategies for scaffolding language and learning.
  • Have high expectations of pupils but be sympathetic to emotional difficulties pupils may be experiencing
  • Provide opportunities for speaking and listening for a range of purposes and audiences across the curriculum.
  • Maximise opportunities to develop social and personal confidence.
  • Use Computing to aid an EAL/EMA pupil’s development and achievement.
  • Have an Individual Learning Plan in the classroom to use as a guide where appropriate.

We believe that treating each child as an individual is the key to ensuring that progress in language skills is achieved at an appropriate rate.

The factors that determine a child’s needs will include their ‘level of English’ on entry to The Cedars, the age of the child,their personality, individual learning styles and the demands of the curriculum.

Following an initial assessment of the child, the class teacher will establish an individual programme where necessary, with the emphasis on building confidence and learning in a fun and relaxed way. Initially the aim will be to focus on the day to day language of school life with written and reading tasks extending skills as the child becomes more confident.

Reviewed: September 2020