What are the needs of new arrivals & beginners to English?

• To be made welcome and to to feel safe and secure
• To find their way without getting lost
• To have someone to turn to
• To make friends
• To learn English
• To follow the National Curriculum

How can the school meet the needs of beginner pupils?

• School induction process for new pupils
• 'Buddy' for first days in school
• Allocated adult: class teacher or TA with responsibility for new arrivals
• 'Study Buddy' scheme (for KS2)
• EMAS teaching support
• Inclusion in mainstream lessons and Literacy and Numeracy Strategies - teaching strategies & differentiated work

Some suggestions to prepare for the new pupil's arrival

• Teach class correct spelling and pronunciation of pupil's name
• Teach class to say 'Hello' in pupil's language
• Label classroom items - in English or dual language
• Prepare class with introduction to new pupil's language and background
• Prepare a 'survival language' card with key phrases and pictures

Some suggestions for the first early days in school

•  Engage in practical activities which don't require language
• Make an alphabet word book
• TA to take group practical  activity
• 'About Me' topic book - take photos round school
• Provide catalogues, magazines to cut-out and categorize pictures
• Provide picture and bilingual dictionaries
•  Play circle games
• Provide a resource box : games, puzzles, picture books, bilingual books & tapes, etc
• ICT resources: websites and English language learning software; translation websites

Recognizing the additional needs of EAL pupils

Pupils may have additional needs because of:

• Cultural and/or religious differences
• Differences in:
  • Educational system
  • Script of first language
• SEN as well as EAL;  Emotional and social needs
• Refugees and pupils seeking asylum/ Unaccompanied children/ Lack of school experience

Meeting the additional needs of EAL pupils

• Finding out about culture, religion, and implementing, for example:
  • Community contacts
  • School uniform - religious considerations
  •  Maintaining bilingualism, celebrating festivals and cultural diversity, bilingual books
•  Many countries start school at a later age than in England, and classroom environments vary widely in different countries - pupils may need time to adapt to school life and teaching methods
• Multiagency approach to identifying and meeting additional needs to EAL of pupils
• Refugee information pack, resources and INSET from READS
• Opportunities for learning through play

EMAS support to schools

• Direct teaching support
• Advice to mainstream staff in schools
• Training and INSET
• Advice booklets
• Resources - a wide range of resources are available to Gloucestershire schools