EAL Policy

Introduction In our nursery the teaching and learning achievement, attitudes and well-being of all our children are important. We encourage all our children to achieve the highest possible standards. We do this through taking account of each child’s life experiences and needs. A number of our children have particular learning requirements, which are linked to their progress in learning English as an additional language. Children who are learning English as an additional language have skills and knowledge about language similar to monolingual English-speaking children. Their ability to participate in the full curriculum may be in advance of their communicative skills in English. Aims and Objectives We promote the principles of fairness and justice for all through the care and education that we provide in our setting. We aim:

• to improve speaking and listening in English of children who are learning English as an additional language
• to provide newly arrived children with a safe welcoming environment
• to gather accurate information about children’s’ backgrounds and experiences
• to use nursery and local authority resources effectively to raise progress of children for whom English is an additional language
• to identify and make maximum use of opportunities for modelling fluent use of English and to provide opportunities for children to practise and extend their use of English
• to encourage and enable parental support in improving children's attainment
• to ensure that children can see their languages, culture and identity reflected in their classrooms and the wider environment

The aim of this policy is to help ensure that we meet the full range of needs for those children who are learning English as an additional language. This is in line with the requirements of the Race Relations Act 1976. Teaching and learning style In our setting teachers take action to help children who are learning English as an additional language by various means: Developing their spoken English by:

• working in partnership with parents and carers
• engaging with other relevant professionals
• ensuring that vocabulary work covers the technical as well as the everyday meaning of key words
• providing a range of opportunities for children to engage in speaking and listening activities in English with peers and adults
• encouraging children to transfer their knowledge, skills and understanding of one language to another
• building on children’s experiences of language at home and in the wider community, so that their developing uses of English and other languages support one another.
• using accessible texts and materials that suit children’s ages and levels of learning
• providing a variety of visual resources (ie calendar, numbers) in the children’s home language as well as in English
• providing support through ICT, video or audio materials
• using the home or first language where appropriate

Roles and Responsibilities: All staff have responsibility for supporting and encouraging children to become fluent English speakers by:

• modelling good use of English, in extending sentences and encouraging children to do the same
• communicating to children that they are expected to listen and respond when someone speaks to them

All teachers have responsibility for:

• planning work in the context of children's stage of fluency and anticipating opportunities for developing use of English
• assessing and tracking progress in speaking and listening, reading and

Updated April 2019