Theme: Gypy, Roma, Traveller
Hillview Primary School - A Good Practice Case Study
Hillview Primary is a school that has had few EAL pupils in the past but which wholeheartedly welcomed three Czech Roma pupils into their midst. These children were soon settled and learning well. This was due to a really positive whole school approach. Lunchtime staff and all teaching assistants made special efforts to include the children at all times.
Amanda Barns, READS
When we were first approached as a school to admit Nanci, Stefanie and Stefan there was some feelings of trepidation. How would we manage? What could we provide? How would we cope? We had not experienced children and families with little English before! Staff set about doing their own research into the language and the teachers who were to be directly involved with the children met with the READS team to find out about the children, their culture, language, family background and how to manage on a day to day basis. This meeting really inspired staff to think about how to include our new learners as much as possible and allayed many fears too. We also met with the parents and exchanged key pieces of information.
Staff really worked hard to welcome our new learners by providing signs and labels in Czech. Many of the children helped with this - one even finding a translation website which allowed some of the theme learning to be written in Czech. Classmates soon became adept at gesticulating and adapting their conversation to include our new children. One of our most successful resources at this time came in the unlikely guise of the Argos catalogue! It provided lots of opportunities for discussion and sharing of information about favourite toys Š it was also an excellent way of developing vocabulary.
Having the Czech Roma children in our school has provided us with many learning opportunities as a staff and for our children. Although it has been hard work for the teachers directly involved, we have been well supported by READS and we are delighted by how quickly the children have settled in and become part of our school family. It has brought a greater richness and diversity to our school, allowed staff to develop new skills and confidences and allowed a wider window on the world for all our learners.
Rachel Howie, Headteacher
Stefan is really enjoying being a member of year 4 at Hillview. From day one he has always joined in the activities with the rest of the class. His English has improved dramatically and he has made a lot of friends. Amanda, his EAL teacher is in close contact with his family, She has reported that his grandmother, who is the head of the family, is impressed by the way the school are managing him. He has brought a lot of character to the class and he has a lot of confidence. He will do anything to please teachers and other children. Stefan receives a differentiated curriculum and he particularly enjoys working on the computers. He always shows an interest when the teacher is teaching.
Emily Hook
'You've got a new girl starting in your class tomorrow', I was told, 'and she doesn't speak any English.'
'Excellent, just what I need a week before Christmas,' I thought whilst putting that 'there's nothing I can do about it so try not to complain' smile on my face.
I was worried - but I kept reminding myself that however hard I was to find it at least I was an adult, doing what I'm trained to do, in the language IÕve spoken all my life, not 10 years old in a new country, in a strange school and with no-one who could understand me when I spoke.
The first thing we all learned was how far a smile and some kind words went. Tone of voice and facial expressions were initially the only forms of communication but soon it was as if we had always been together.
I quickly got to know her strengths and weaknesses, just as you do for any child in your class. Maths calculation methods were quite different but the same answer was reached in the end. Specific vocabulary had to be translated but with the help of a dual language TA this was easy. The computer turned out to be a wonderful tool for helping with the early stages of reading and writing. Art or craft needed almost no extra thought at all. Many children in your class need support to learn and differentiated tasks, to be honest adding one more in didn't turn out to be too much extra work.
Eventually every day communication was easy, using gestures and keeping to the same routines aiding the process further. I was constantly in awe of how quickly someone can go from no language to using it confidently and it was quickly clear that instructions could be understood if said simply with some non-verbal clues - the type of help that other children in the class certainly benefited from too.
Another dimension was brought to our class when we gained our extra class member: new perspectives, a set of new experiences to share, someone who needed a little more care and someone whom the class enjoyed welcoming and learning from. She taught the class a lot about tolerance and patience, and their non-verbal communication skills were developed in ways that ordinary lessons never could have done. Despite the initial dread on that day a week before Christmas I wouldnÕt have had it any other way!
Sam Willetts
Stefan's family with Amanda and Eva from READS
Ludmilla, grandmother of Stefan said:
"Hillview is very nice school - good head teacher, and good teachers. Stefan likes to go to school. All the children friendly to him and no-one fights because he has different colour. He is making good learning and he is making good reading at home. He is learning us. I go to see teacher soon [parents evening] this is first time I go because the school is nice."
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