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 www.fronter.com/ealing (links to MLE) and log in with your username and password.
Proficiency in English - new requirements on EAL pupils
All documents below are in pdf format unless otherwise stated.
Proficiency in English DfE schools census guidance 2016
Proficiency in English – presentation at EMA network
Proficiency in English – guidance for schools September 2016
Toolkit for EMA managers and classroom teachers new edition 2016
New arrivals key documents
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.
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
- 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
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 effective practice
- Developing leadership strategies to raise the attainment of underperforming / disadvantaged groups (including Black and Minority Ethnic (BME) pupils, English as an additional language (EAL), Gypsy, Roma and Traveller (GRT) and free school meals pupils (FSM)
- Reflecting on research based practices that have high impact in meeting the needs of EMA groups
- Sharing best ways to leading CPD in your schools: building capacity, adding value and securing impact
- Sharing best practice, key updates and documents.
For further information and to book a place via CPD online, select the dates below:
For further information contact
Mirela Temo - Education improvement consultant — EMA/EAL lead
Tel: 020 8825 7986