School effectiveness

Ethnic minority achievement

Some parts of this EMA section have been moved to Ealing's ICT room on the London managed learning environment (MLE).

To access the MLE, please go to (links to MLE) and log in with your username and password.

Supporting bilingual pupils

Proficiency in English - new requirements on EAL pupils

Proficiency in English DfE schools census guidance 2016 (pdf)

Proficiency in English – presentation at EMA network (pdf)

Proficiency in English – guidance for schools September 2016 (pdf)

Toolkit for EMA managers and classroom teachers new edition 2016 (pdf)

New arrivals key documents

DfE new arrivals excellence programme guidance (pdf)

DfE new arrivals excellence programme case studies (pdf)

DfE supporting children with English as a second language in foundation stage (pdf)

More advanced bilingual learners

In England, 686,000 pupils are recorded as having a mother tongue other than English. More than 200 languages are spoken in the homes of children attending school.

The Aiming High consultation set out a number of areas for development of work to support bilingual learners: training and support for mainstream staff, training and support for EAL specialist staff, assessment and meeting the needs of more advanced bilingual learners (those who have had considerable exposure to an educational environment within which English is the first language and thus are no longer in the early stages of English language acquisition).

Three key principles underpin the work of the pilot in defining effective support for pupils learning EAL and learning through EAL:

  • Bilingualism is an asset, and the first language has a significant and continuing role in identity, learning and the development of additional languages;
  • Cognitive challenge can and should be kept appropriately high through the provision of linguistic and contextual support;
  • Language acquisition goes hand in hand with cognitive and academic development, with an inclusive curriculum as the context.

Supporting black pupils' achievement

Over 90 schools across the country were involved in the development work of the black children achievement (BCA) programme. This programme was initially called the African-Caribbean project primary pilot, which was based on the successful secondary programme Aiming High. Ealing was a pilot authority for the BCA programme; this is now a universal offer as part of the narrowing the gaps agenda for vulnerable pupils.

The focus of the programme

The focus of the BCA programme is on the attainment of children of African and Caribbean heritage including those of mixed white and black Caribbean and mixed white and black African heritage.

Key areas impacting on attainment

Research by the DCSF and Ofsted has identified the key areas that have an impact on the attainment of African and Caribbean children and those of mixed heritage. These are:

  • leadership and management
  • school culture and ethos
  • learning and teaching
  • pupil engagement
  • data
  • parents and community
  • transition and transfer

Excellence and enjoyment: learning and teaching for black children in the primary years

A successful 'Building Futures: closing the attainment gap for black children' conference was held at Brentford Lock on 12 January 2009, where the excellence and enjoyment materials were launched.

The materials aim to support primary schools to raise the achievement of black children. The e-learning materials provide a focused staff development tool where a school has identified, through performance data, the need to improve its work with black children.

Materials available to support the work with black children are:

  • Building Futures: Believing in children - A focus on provision for Black children in the Early Years Foundation Stage REF: 00008 – 2009BKT-EN

Further information

For further information contact Mirela Temo, Education improvement consultant — EMA/EAL lead by phone 020 8825 7986 or email

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Last updated: 14 Mar 2017