An Roinn Oideachais agus Eolaíochta
Department of Education and Science
English as an Additional Language Evaluation
REPORT
Ennis Community College
Ennis County Clare
Roll number: 70830N
Date of inspection: 15 May 2008
Evaluation of english as an additional language
Whole school support and provision for EAL
Summary of main findings and recommendations
Report on Provision of English as an Additional Language (EAL)
Evaluation of English as an Additional Language
This report has been written following an evaluation of provision for students learning English as an additional language (EAL) in Ennis Community College. It presents the findings of the evaluation of provision, teaching and learning of EAL and makes recommendations for the further development of EAL in the school. The evaluation was conducted over two days during which the inspector visited support and mainstream lessons and observed teaching and learning. The inspector held meetings with the principal, and with groups of teachers and students, and reviewed school planning documentation, teachers’ written preparation, and students’ work. Following the evaluation visit, the inspector provided oral feedback on the outcomes of the evaluation to the principal, deputy principal and EAL teachers. This report forms part of the evidence base for a forthcoming composite report on EAL provision in primary and post-primary schools, intended to inform Department of Education and Science policy and to promote good practice in schools. The board of management was given an opportunity to comment in writing on the findings and recommendations of the report; a response was not received from the board.
Whole School Support and provision for EAL
Ennis Community College is a co-educational school that offers a range of programmes and supports to help develop the full potential of its students. Its programmes include the Junior Certificate (JC), the Junior Certificate School Programme (JCSP), the established Leaving Certificate (LC), the Leaving Certificate Applied (LCA), and Post Leaving Certificate (PLC) courses and its supports include a Deaf unit and an aonad lán-Ghaeilge. Also, the school is a member of DEIS, an educational inclusion initiative of the Department of Education and Science. The school operates an open and inclusive admissions policy and a broad range of socio-economic and cultural backgrounds is represented in the student body.
Five qualified post-primary teachers form the core EAL teaching team in the school. All five teach both EAL and resource classes and some also teach mainstream classes. Three have degrees in a modern European language or English, one teacher has a postgraduate qualification in EAL, and a number of other team members have training in teaching English as a foreign language (TEFL). While a TEFL background provides insights into communicative and social language acquisition, the emphasis in EAL is also placed on the language of instruction. The language of instruction refers to the range of language skills that enable students to access the curriculum, to make progress within it and to take the relevant certificate examinations. Reading and writing skills, for example, are of particular significance to EAL students. This distinction was discussed with senior management and the EAL teaching team during the evaluation, and they found it a useful clarification.
The school has an allocation of two whole-time equivalents, which is forty-four hours, for EAL support. It is using its allocation for EAL support in a number of ways: providing timetabled EAL lessons, creating smaller class groups, supporting EAL students through team teaching arrangements, providing EAL administrative and meeting time, and pooling some allocated hours for EAL support with learning support and/or resource support hours. Such a flexible approach to EAL provision is encouraged by Circular 53/2007, is appropriate to the context of the school, and supports its inclusive ethos. However, it is recommended that the practice of pooling some allocated hours for EAL support with learning support and/or resource support should be discontinued because different supports are required by students with special educational needs and by EAL students.
Upon first arrival in the school, EAL students and their parents meet with the guidance counsellor, who gathers standard enrolment information and also some information about students’ prior educational experiences. It is suggested that a standard form, in addition to the existing enrolment ones, be created to aid staff in running such interviews. See the recommendations of the National Council for Curriculum and Assessment (NCCA)’s Intercultural Education in the Post-Primary School: Guidelines for Schools for advice in this regard (pgs 31-32). Also, it is suggested that visual enrolment support materials be prepared to provide further communicative support to EAL parents with low levels of oral English language competence. Those materials could include visual symbols for subjects and photos of key staff members and locations in the school. Translation issues in relation to the school’s admissions policy and procedures are dealt with in section four of this report.
EAL students who commence their studies at the beginning of the school year are assessed in September by EAL teachers using their own listening, speaking and writing assessments and also standardised tests to specifically assess students’ levels of English language proficiency. Those test results, in conjunction with other information provided to the school, are then used to divide EAL students into beginner, intermediate, and advanced groups for EAL support. Looking toward the future, it is recommended that the EAL teaching team develop closer links with language-support teachers in local feeder primary schools, to gather relevant information about the level of EAL support students have previously accessed. Existing EAL students of the school are assessed by EAL teachers each April, to identify those still needing additional support. The EAL teaching team is commended for establishing this structured assessment system for students enrolling at the beginning of the year and for those already enrolled in the school.
EAL students who enrol during the school year are assigned to the EAL co-ordinator after their initial interview with the guidance counsellor. The co-ordinator then works with the EAL student for approximately a week. During that time, the student is introduced to the school’s culture, rules and supports and the student’s level of English language proficiency is assessed.
The year and class placement of EAL students has primarily been decided by the principal and guidance counsellor, with some input from the EAL co-ordinator, to date. Students arriving in the school with very low levels of English language proficiency are often initially placed into an age-appropriate JCSP class because of the smaller student numbers in those class groups. Evidence was gathered that students placed into smaller JCSP groups who make rapid progress in English are moved into a different class group. The school is commended for this willingness to move students into different class groups as their English proficiency increases. It was also noted during the evaluation that EAL students are distributed among all junior cycle classes and most senior cycle classes, demonstrating that the school seeks to ensure that EAL students are supported and challenged to achieve to their potential. However, it is important to ensure that the placement of individual EAL students into JCSP class groups does not become an automatic arrangement, but that the aptitudes and interests of individual students are also factored into their initial placements. The role of the EAL co-ordinator in such placement decisions should now be further developed and the school’s placement procedures for EAL students formally documented.
It was reported that guidance with regard to subject and programme choices is provided by the guidance counsellor. To ensure that EAL students and their parents can make informed choices from enrolment onward, it is suggested that handouts be prepared in English and if possible in EAL students’ home languages on the implications of subject choices in relation to third-level and further education options. The website http://www.euroguidance.net/index.htm can be a useful resource in this regard.
School management wishes to provide the greatest range of subjects for all students, and this is acknowledged and commended. However, very few of the EAL students who enter the school study Irish, hence the timetabling of EAL support in this slot. Moreover, a number of EAL students do not study a modern European language. While some of the school’s EAL students have home languages that are examinable in the Leaving Certificate, others do not. The result of this combination of factors is that some EAL students are taking a smaller number of subjects than most of the student cohort and are consequently at a disadvantage in relation to third-level access. It is recommended that this issue be considered in the preparation of the whole-school guidance plan, to determine if additional subject options could be provided for EAL students to offer them a sixth or seventh subject for certificate examinations.
Three of the EAL teachers have dedicated teaching and learning spaces, where they have created print-rich environments. Internet-connected PCs are available in two rooms where withdrawal support is provided, an interactive whiteboard is located in a room where team teaching is provided, and another interactive whiteboard is available for staff to book in another classroom. Teaching aids and bilingual dictionaries in some EAL students’ home languages have been acquired by the EAL teaching team, through a voluntary bag-packing initiative and with assistance from school management. Some EAL teachers have created their own resources to support curricular learning. One teacher has built up a stock of audio-visual and information and communication technologies (ICT) resources that support EAL students. Finally, EAL teachers reported sometimes using visual and concrete resources provided to support particular curricular programmes where those resources could help contextualise terms and concepts for EAL students. This commitment to identifying and using suitable, available resources in the school is highly commended.
The further development of three aspects of resource provision would greatly help EAL students. First, it is suggested that English learner dictionaries and bilingual dictionaries be provided to EAL teachers to use with students. Secondly, it is suggested that the EAL teaching team continue to develop its range of resources by reviewing websites such as www.naldic.org.uk and www.emaonline.org.uk. Thirdly, given that the EAL resources available in the school are located in different rooms, it is suggested that an inventory of them be compiled and distributed to all EAL teachers.
The school library features books pertaining to different curricular subject and interest areas and some high-interest low-reading-age books. A post of responsibility has been assigned for library management and the library is open for lunchtime borrowing on one day for junior students and another for senior students. The school is registered as an institutional borrower with the County Clare public library service and thus can renew its in-school borrowing stock. The public library service may also be able to help the school source dual-language books or books in students’ home languages, to help them keep up their literacy in their home language. Alternatively, links to publishers of multi-cultural and dual language books can be found on www.literacytrust.org.uk. Saving international newspaper websites, such as www.world-newspapers.com and www.onlinenewspapers.com, on computers used by the school’s second-level students could be another way of enabling EAL students to read for a purpose in their own home languages.
As was referred to earlier, there is a level of EAL expertise and experience within the school. It would be very useful to ensure that it is tapped into for the provision of in-house continuing professional development (CPD). Having sought sources of information on EAL, the EAL teaching team had registered with Integrate Ireland Language and Training (IILT). The EAL team is now encouraged to join the English Language Support Teachers’ Association (www.elsta.ie) and to review the various guideline documents and websites referred to in this report. Finally, throughout the evaluation, school management and staff reported a need for EAL-specific CPD for mainstream and EAL teachers. They were keen to work toward best practice for EAL learners and would welcome teaching guidelines and in-service.
Planning and Co-ordination
A number of whole-school policies have been developed that have a bearing on provision for EAL students, including policies on admissions and participation, pastoral care, and a code of discipline. As part of the school planning and review process, the school is advised to incorporate more accessible language and reference to inclusion measures in all policies. The draft “EAL strategies and policy” document and the collective folder that have been prepared by the school’s EAL teaching team are commended. It is recommended that those materials, along with contributions from the entire staff, be extended and developed into a whole-school policy outlining the roles and responsibilities of all staff for the support and inclusion of EAL students. Consultation with the education partners as part of this process will help ensure agreement to a well-informed policy that reflects the current situation in the school, thus helping to support its effective implementation.
The EAL teachers are thoughtful practitioners who show a commitment to the progress of their students. The school completion programme (SCP) co-ordinator, the principal, and the EAL teaching team meet formally every week and EAL matters discussed and decided are recorded. Other meetings at shorter notice are called as needs arise. A nominated EAL/Special Educational Needs co-ordinator has been established in the school. This combination of duties was reported as manageable when the role was first created. However, the school context has changed in recent years. Hence, it is recommended that the roles of special educational needs and EAL co-ordinator now be separated. Also, the draft description of the role and responsibilities of the EAL co-ordinator that has already been prepared should be broadened to include co-ordinating the testing and re-testing of EAL students’ English language proficiency, appropriate record keeping, advising school management on the best use of the available allocation for EAL support, and guiding the planning of the EAL teaching team.
The EAL teachers presented individual termly schemes for working with EAL students at different levels of English language proficiency and some accompanying resource folders for inspection. Schemes which incorporated a variety of resources and methodologies and supported reflective and flexible practice in meeting students’ changing needs exemplified good planning. However, EAL schemes solely based on units in TEFL textbooks planned only for the acquisition of communicative language. It is most important that the emphasis in EAL is also placed on the language of instruction and it is therefore recommended that the EAL teachers review and revise, if necessary, their individual plans to ensure that they take due cognisance of the three phases of language learning: “the learning core, the development of school learning skills, and the development of subject-specific learning skills” (IILT Resource Book 2007, pgs 37-51). Also, it is encouraged that time be specifically allocated for input at the beginning of some EAL team meetings for individual members to present an effective resource/strategy they use in their practice.
Very good support for EAL students was noted in subject department schemes where a “literacy focus” column, subject-specific opportunities to affirm diverse cultures, and specific planning for active methodologies and for a variety of resources were included. Also, lists of subject keywords in English alongside their equivalents in some of the home languages of EAL students were presented during the evaluation, designed to enable EAL students to build their subject learning on the foundation of their home language literacy, and this is commended. The establishment of a shared folder on the school’s ICT network, compiling resources to help the teaching and learning of EAL students, is another commendable support to all subject teachers.
To further develop subject department planning for EAL students, three recommendations are offered. First, subject-specific resources and approaches developed during EAL team-teaching initiatives should be reviewed by all members of the relevant subject department and used to revise existing schemes, as necessary. Secondly, subject department plans should be reviewed in relation to the function of EAL students’ home languages in school life, the use of bilingual dictionaries in mainstream classrooms, and the explicit teaching of the language of instruction by all mainstream subject teachers. (These issues are discussed in greater detail in the next section of the report). Thirdly, the possible provision of a standard report sheet on EAL students in advance of their immersion in mainstream classes should be explored. This could provide mainstream teachers with information regarding the strengths and needs of each EAL student, thus allowing time for adjustments, if necessary, in planning for classes. In turn, this sheet could allow for the feedback of information to EAL teachers providing support for these students. Mainstream teachers could identify problem areas for these students both in language skills and in subject-specific matters. This would enable EAL teachers to plan targeted support for students. Beyond this, the information could be used by the EAL teaching team to provide helpful pointers for the whole staff on dealing with common areas of difficulty.
Teaching and Learning
Six lessons were observed during the course of the evaluation, three in the EAL support context and three mainstream subject lessons where EAL students were present. In all classes observed, there was good preparation and advance lesson planning, clear learning outcomes were shared with students at the outset, and very good rapport between teachers and students was evident. Discipline was maintained in all classes and almost all students were engaged and progressing in their learning.
Measures to support inclusion and to encourage students to work collaboratively were consistently observed in both support and mainstream contexts. Strengths noted included the distribution of EAL students throughout the classroom; pair and group work involving a mix of students; careful explanations of procedures; the use of active learning methods to provide a context for both curricular and language learning; and the affirmation of students’ work and efforts. The maintenance of a clear ‘line of sight’ to facilitate communication with EAL students was another feature of good practice in some classes. Where teachers gave clear instructions orally and reinforced them in writing or by repetition it was of great benefit to EAL students. All teachers should be aware of the importance of gestures and other non-verbal signals in communicating with EAL students, and should be especially mindful of the need to speak clearly and carefully.
Many of the resources used by the teachers provided good support to EAL students. Those resources included pop-up books, concrete materials, teacher diagrams, flashcards, the presentation of lesson material in bullet points using a laptop and data projector, and the use of audio-visual materials and an interactive whiteboard to illustrate concepts and cultural context. Print and visually rich environments had been created in all classes visited and this is commended. Students’ work was also displayed in some classrooms, thus affirming their efforts and providing reference and conversation points. Individual EAL teachers’ preparation of questionnaires asking subject teachers to identify key terms and concepts to be reinforced with EAL students was very good practice. Where EAL students had been required to bring their bilingual dictionaries into mainstream classes, this was good practice. Given students’ entitlement to use such dictionaries in certain State Examination Commission examinations, it is advised that students be required to use bilingual dictionaries in all subject areas approved for this arrangement. (See under Reasonable Accommodations at http://www.examinations.ie/schools).
Many of the methodologies observed provided good support to EAL students, including group work, visualisation, gesturing by the teacher, individual project work, and revision games where students were taught to ask each other questions, and the teaching and reinforcement of clear classroom routines. In particular, team teaching worked well and the expansion of this form of support for EAL students is encouraged. In EAL lessons observed, good opportunities were offered to students to develop their oral language. Students’ vocabulary was extended in a variety of contexts and teachers frequently encouraged students’ use of properly structured sentences through modelling and repetition. Some good uses of ICT in EAL support and mainstream lesson contexts were also noted. Skilful questioning was used and clear explanations and instructions were communicated by the majority of teachers. Also, where teachers ring-fenced time for oral feedback from groups before the end of class, this was very good practice. Additional ideas on methodologies to support EAL students can be found in the publication Learning and Teaching in 2+ Languages available on the “Inclusive Education: resources” section of www.ltscotland.org.uk and on the NCCA web site under English as an Additional Language in Irish Primary Schools: Guidelines for Teachers and in the archive of IILT materials also hosted on the NCCA’s website (http://www.ncca.ie/index.asp?locID=618&docID=-1).
Two areas for development were noted in the general teaching of EAL students during the evaluation. First, in some instances the “language of instruction” of subjects needed to be taught more explicitly. It is vital that the need for a greater focus on the language of instruction be communicated to the whole staff, and ways of supporting the explicit teaching of students to acquire relevant terminology for the range of subjects be discussed and established in a whole-school context. The identification of key words and concepts by the various subject departments and the sharing of these with EAL teachers is a very important element in developing a stronger focus on the language of instruction that will be of benefit to EAL students and indeed all students. The second area for development was the use by all teachers of visual supports, concrete materials, graphic organisers, mind maps, grids, or writing frames when teaching EAL students with low levels of English literacy. To address this issue, all teachers should be strongly encouraged to use visual and concrete materials to contextualise curricular and language learning. Moreover, it is encouraged that a bank of writing frames and graphic organisers be compiled in a shared folder on the school’s ICT network to equip all learners with literacy difficulties with strategies for identifying and learning key concepts and for developing their capacities to produce extended pieces of writing. Support for this initiative can be accessed through the Second Level Support Service (SLSS) publication Using Graphic Organisers in Teaching and Learning and through relevant SLSS and Special Education Support Service (SESS) in-service courses.
In discussions on the appropriate emphases and approaches to EAL in the post-primary educational context that took place during the evaluation, the issue of the use of home languages by EAL students was raised. The principal rightly pointed out that consistently high use of the target language is considered best practice in language learning, as in the school’s aonad lán- Ghaeilge. This would suggest that students should be discouraged from using home languages in the EAL context. While this is the appropriate line to take in EAL lessons, subject lessons in mainstream classes present a different context. Here the EAL student must focus on the understanding of concepts and on the acquisition of subject-specific knowledge in areas where previous learning has taken place in the home language. For this reason, where a number of students share a home language, their purposeful use of a common home language to facilitate peer tutoring is beneficial and should be encouraged and supported. Teachers can then ensure that this approach is complemented and completed by the teaching and learning of the required vocabulary in English.
There was good evidence of EAL student learning in the lessons observed. In most cases EAL students worked diligently and demonstrated a determination to progress. During a formal interview with a representative group of the school’s EAL students, some of those students referred to extra tuition that teachers had given them outside class time to help them prepare for certificate examinations, particularly when students arrived to the school during a programme of study. Such voluntary commitment by teachers is highly commended.
EAL students’ English language proficiency is assessed on arrival and every April. A Post-Primary Language Assessment Test Kit is due to be sent to all post-primary schools by the Department of Education and Science in Spring 2009 and should be adopted as the standard EAL assessment mechanism by all EAL teachers, as per the requirements of Circular 53/2007. To aid ongoing assessment for learning, individual student portfolios could also be created, incorporating writing samples in the student’s home language and in English on arrival, writing samples in English gathered at specific intervals, and samples of the student’s work submitted by different subject teachers. A base room where those portfolios could be stored would be very helpful to EAL teachers.
In relation to their mainstream subjects, EAL students sit assessments along with their classmates at the appointed times of the year. Some evidence of the preparation of different assessments (such as the translation of some questions on exam papers into the home language of an EAL student with low literacy in English) was presented during the evaluation. Also, there was evidence that some teachers took account of varying levels of English language proficiency, and differentiated homework assignments for these students accordingly, for example setting short writing tasks with a visual component. Such initiatives are highly commended. However, a review of student copies identified a need for more consistent provision of formative feedback affirming specific strengths in student work and giving specific ideas for improvement. It is encouraged that this issue be discussed at a whole-staff level, in relation to the support of all students with low levels of English language literacy in the school. Sources such as the NCCA’s “Assessment for Learning” web pages, the JCSP publication Between the Lines, and the SLSS can be consulted in this regard.
Support for EAL students
A variety of inclusion practices are well established and visible in the school: good classroom integration of EAL students; display of the national flags of the student body in the school foyer; photographs of a diverse student body in the school brochure; and an inclusive students’ council and parents’ association. Respect for the multiplicity of faiths within the student body is promoted through world religion lessons at both junior and senior cycle and the communication to staff by the school’s religion teacher of the significance of particular students’ dietary requirements due to religious observance. The school celebrates the achievements of EAL students and feels they have contributed very positively to the life of the school.
All students are included and encouraged to participate in the school’s co and extra-curricular activities. In particular, EAL students reported a high regard for the school’s intercultural and céilí events and its hip-hop dancing classes.
The welfare of all students in the school, including EAL students, is supported by school management, year heads, class tutors, the staff-student subcommittee, the school counsellor, the HSCL teacher, and the pastoral care and crisis intervention teams. Individual teachers informally encourage students in a class to look after new EAL arrivals. The SPHE department has trialled exemplar lessons from the post-primary Intercultural Guidelines this year and plans to adapt them to ensure that they also address EAL students’ circumstances and needs. All students who are economically disadvantaged, including those with EAL, are supported by the school in a discreet way. Commendably, the school has successfully sought external funding for some lunchtime and after-school English language classes for EAL students. Furthermore, the school is in close co-operation with outside agencies in relation to the pastoral care of particular students as necessary.
The school has invested a good deal of energy in establishing a formal pastoral care team in recent years that underpins the involvement of all members of staff in this important area. In relation to the pastoral care of EAL students specifically, two recommendations are offered. First, it is advised that a pastoral care liaison person be sought for EAL students. Secondly, while the informal work of student buddies for new EAL arrivals is acknowledged and commended, it is now recommended that a formal student buddy panel be established in the school for all new arrivals, with training and possibly recognition provided to the student buddies who would be guided by the liaison teacher.
As a participant in DEIS, the school benefits from the school completion programme (SCP) which provides valuable support to all students, including EAL students. The school’s SCP has established systems for monitoring attendance and retention of all students. It pro-actively works to bring all students who have dropped out of school, including EAL students, back into the education system. It supports learning outside class time for students through exam-support provision, experiential learning trips, breakfast and homework clubs, and a summer camp. Furthermore, through the SCP, the school is connected to an interagency steering group working to deliver more co-ordinated services to ethnic minority communities in Co. Clare. It is advised that the SCP brief and seek feedback from the school’s EAL support team and pastoral care team in relation to this multi-agency initiative. Also, the SCP is encouraged to consider how the summer camp model it currently offers might be modified to include more structured support to the development of EAL students’ English language proficiency.
The close links between EAL and special educational needs support providers in the school have fostered awareness that the small number of EAL students who experience little success in improving their English language competence over a substantial period of time may have learning as well as language difficulties. The school has accessed non-verbal educational testing through the National Educational Psychological Service (NEPS) and a small number of EAL students have been assessed as having special educational needs. The school is highly commended for seeking resource hours for eligible students in this way.
Comments in relation to the educational and vocational guidance provision for all students, including EAL students, appear in the first section of this report. Personal guidance is available to EAL students through the school counsellor. Training in multicultural counselling was identified as a CPD need by the school counsellor during the evaluation. It is suggested that such training be jointly undertaken by the school’s counsellor and guidance counsellor to ensure the delivery of a consistent service to EAL students and parents and to aid the preparation of the whole-school guidance plan.
A handout on school rules and regulations and a copy of the school’s code of discipline are available to parents at the time of enrolment in four languages other than English. Furthermore, while not an ideal solution, the school asks students to act as translators from time to time. However, more assistance in this area is required. EAL teachers and SCP staff have identified the need to further expand the school’s information pack for EAL parents and students and to organise the translation of that enhanced pack into languages other than English and Irish. The SCP is commendably setting out to use its links with local agencies to compile a potential panel of volunteer translators to help the school further develop its capacity to communicate with EAL parents.
Home visits by the SCP co-ordinator, the Family Resource worker, the home-school-community-liaison (HSCL) co-ordinator for the SCP cluster and occasionally EAL teachers have helped strengthen the links between home and school. So too have the organisation of multicultural evenings in 2006 and 2008 and the provision of school facilities for some faith and sporting events for the local international community. English language classes and social occasions have also been organised for EAL parents in the past year but levels of attendance were reported to have been relatively low. It is suggested that greater networking with local community agencies to avoid overlap and to generate greater awareness of events could improve attendance. So too could surveying EAL parents and students on their areas of interest and incorporating more of the advice offered in this area by the post-primary Intercultural Guidelines.
Parents are provided with information about their children’s progress through parent-teacher meetings, standard school reports, comments in homework journals, JCSP postcards and celebrations, and phone calls. To enhance communication with EAL parents at parent-teacher meetings, it is suggested that a visually-coded “Parent-Teacher Meeting Report” form be used to communicate with EAL parents with low levels of English literacy (IILT Resource Book 2007, pgs 18-20). Also, it is suggested that a keyword list of subject names and frequently used teacher comments be prepared in different home languages, to be used in parent-teacher meetings and school reports to EAL parents, as necessary.
Summary of main findings and recommendations
The following are the main strengths identified in the evaluation:
· The school operates an open and inclusive admissions policy.
· A variety of inclusion practices are well established and visible in the school.
· The school is commended for its willingness to move EAL students into different class groups as their English proficiency increases.
· The EAL teachers are thoughtful practitioners who show a commitment to the progress of their students.
· The EAL teaching team has prepared a draft “EAL strategies and policy” document and a collective folder that compiles sections on planning, assessment,
interculturalism, resources, and meeting minutes.
· Good preparation and advance lesson planning were evident in all classes observed and clear learning outcomes were shared with students at the outset.
· In all classrooms visited, very good rapport between teachers and students was evident, discipline was maintained, and almost all students were engaged and
progressing in their learning.
· Many of the resources and methodologies used by the teachers observed provided good support to EAL students.
· There was good evidence of EAL student learning in the lessons observed.
· Some evidence was presented during the evaluation of teachers taking into account the particular level of English language proficiency of EAL students in their classes,
and then differentiating homework and/or formal examination assessments to support their learning.
· A range of school structures supports the welfare of all students in the school, including EAL students.
· Good home-school-community links with EAL parents have been established.
As a means of building on these strengths and to address areas for development, the following key recommendations are made:
· The roles of special educational needs and EAL co-ordinator should be separated.
· The school should continue to increase its strategies for communicating with EAL parents.
· The practice of pooling some allocated hours for EAL support with learning support and/or resource support should be discontinued.
· Planning for EAL students by the EAL teaching team and by subject departments should be further developed, as advised in this report.
· A whole school policy on the support and inclusion of EAL students should be prepared and the needs of EAL students and parents should be planned for when the
whole-school guidance plan is being prepared.
· A pastoral care liaison person should be sought for EAL students and a formal student buddy panel should be established in the school for all new arrivals, guided by
the liaison teacher.
Post-evaluation meetings were held with the EAL teachers, the principal, and the deputy principal at the conclusion of the evaluation when the draft findings and recommendations of the evaluation were presented and discussed.
Published April 2009