Ealing Learning Partnership

Ethnic minority achievement (EMA)

The aim of this resources page is to support the schools to build on evidenced based strategies to close the achievement gap and further improve the life chances for all children and young people in Ealing schools.

Ethnic minority achievement newsletter (pdf) June 2022
Useful resources for schools to highlight and celebrate refugee week 20 – 26 June - includes Ukrainian language resources - and Gypsy, Roma and Traveller history month.

EMA network meetings 2021/22

Offered to strategic inclusion /EMA leaders and specialist EAL teachers, EMA network meetings offer the following learning opportunities:

  • Pulling together pedagogy for EAL /EMA learners and gaining insight into researched-based and evidenced effective practice
  • Developing leadership strategies to raise the attainment of disadvantaged groups
  • Sharing best practice and ways to building capacity, adding value and securing impact.

Primary EMA network meetings

Secondary EMA network meetings

Key dates

Diversity and inclusion - Ethnicity,language, culture and experiences (pdf) (Login* to view information)
Ideas and resources to celebrate GRTHM and Refugee Week.

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Pupil groups – Diverse learners in Ealing

A common characteristic of Ealing schools is the high level of pupil diversity that exists within classrooms. A key challenge for all schools is catering simultaneously for all the different needs of all pupils. The diverse classrooms include children that have a range of needs. It is important to recognise that every child is an individual with unique characteristics, needs and developmental pathways.

  • Pupils with special educational needs and disability (SEND)
  • Pupils from ethnic minority backgrounds (pdf)
    • Black and Minority Ethnic (BME)
    • English as an additional language (EAL)
    • Gyspy, Roma and Travellers (GRT)
  • Disadvantaged / pupils entitled for free school meals (FSM)
  • Looked after children (LAC)
  • Most able and gifted and talented
  • Gender

Some of these groups (SEN, EAL, BME) are not homogenous groups. This means that pupils in these categories may have more than one need. It is equally important to consider that these categories are not labels, but indicators to support teachers in planning appropriate support for every child in their class.

Also, it is critically vital to recognise the strengths all pupils bring in the classroom. For example, bilingual pupils may bring a range of linguistic skills and valuable personal and educational experiences. Equally, some children identified with Asperger disorder could also be very able children and be high performers in one or more subjects.

Supporting EAL learners

New arrivals

Advanced bilingual learners

EAL and SEND pupils

A child should not be regarded as having a learning difficulty because the language or form of language of the home is different from the language in which he or she is or will be taught - The Education Act (1993), section 156

Black and minority ethnic pupils

Black History Month

GRT pupils

The GRT achievement service aims to promote access to education and to improve the achievement of GRT pupils, by working collaboratively with schools and families to close achievement gaps.

Further information

For further information contact

Mirela Temo - ECT and ethnic minority achievement adviser
Tel: 020 8825 7986
Email: mtemo@ealing.gov.uk

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Last updated: 16 May 2022