ELP services

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.

    EMA network meetings 2020/21

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

    Related services 
    School improvement support services for primary and special schools 2020/21
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    Last updated: 22 Apr 2021