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
- Gypsy Roma Travellers History Month - every June
- 20 - 26 June - Refugee Week 2022
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
- Admission of new arrivals process (pdf)
- Induction prrogramme for new arrivals example and useful websites (pdf)
- Assessing pupils with EAL / new arrivals profile (pdf)
- EAL assessment framework (Bell Foundation)
- Excellence and Enjoyment: Learning and teaching for bilingual children in the primary years (Includes: Introductory guide: Unit 1: Planning and assessment for language and learning; Unit 2: Creating the learning culture: making it work in the classroom; Unit 3: Creating an inclusive learning culture; Unit 4: Speaking, listening, learning: working with children learning EAL)
- Home learning: Covid 19 – Support pack for parents and pupils of English as an additional language (PDF)
- English as an additional language (EAL) and educational achievement in England (pdf)
Advanced bilingual learners
- Guided sessions to support writing English as an additional language
- Ensuring the attainment of more advanced learners of EAL (Including: Analysing writing, Talk as a tool for thinking, Bridging talk and text, Thinking and writing as a writer, Reading as a writer)
- Could they do better? (pdf) Lynne Cameron’s research writing in English as an additional language at key stage 2
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
- EAL with SEND needs (EAL Nexus). Includes a step-by-step procedures for identifying the learning needs of EAL pupils with SEND needs.
- EAL and SEN (NALDIC) - Includes: Identification and assessment , Overcoming barriers to learning in literacy, Overcoming barriers to learning in mathematics.
- Common difficulties in writing and reading (pdf) - Includes: EAL and / or SEN filter questions.
Black and minority ethnic pupils
- The Black Curriculum report 2020 (pdf) Black British history in the national curriculum report.
- The Black Curriculum
- DfE (2015) A compendium of evidence on ethnic minority resilience to the effects of deprivation on attainment (Gov.UK)
- DfE (2015) Ethnicity, deprivation and educational achievement at age 16 in England: trends over time (Gov.UK)
- National Strategies- Excellence and Enjoyment: learning and teaching for Black children in the primary years (pdf)
- Promoting spiritual, moral, social and cultural (SMSC) education and fundamental British values in your setting (Gov.UK)
Black History Month
- Celebrating Black History Month in Ealing
- Historical Association (Teaching Black History)
- www.sugarmediaandmarketing.co.uk
- www.blackhistorymonth.org.uk
- www.studenttimes.org
- www.diversitydashboard.co.uk
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
