Promoting School Improvement through EAL Provision: School of Sanctuary Audit Tool
Explore how the School of Sanctuary Audit tool can enhance school improvement related to EAL provision and support first language maintenance. Learn about the current challenges, principles, and the importance of self-assessment tools in promoting educational growth for EAL/BME learners.
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Schools of Sanctuary for School Improvement October 27th2018
Fiona Ranson: North East Local Authority- School Improvement MEd Bilingualism in Education Student Introduction 28 years as an education professional (teacher, lecturer, adviser, HE tutor). Member of NASSEA and NALDIC Volunteer Justice First
Identify the way in which the School of Sanctuary Audit tool can be used to promote school improvement in relation to EAL provision. Consider the way this approach can strengthen first language maintenance. Overview
Greater number of EAL learners ( English as an Additional Language) in our schools. Decreased capacity to support schools with EAL learners. Greater need for capacity building within schools than ever before. Contemporaneous guidance from DfE for EAL provision is not available. OFSTED have made no mention of EAL in their framework since 2016. Current Context
Development of Schools of Sanctuary, within Tees Valley of Sanctuary
Principles: 1 2 3 LEARN about what it means to be seeking sanctuary. TAKE positive action to embed concepts of welcome, safety and inclusion. SHARE your vision and achievements
No identified or agreed process No clarity in relation to expectations Principle 2 lacked emphasis on EAL pedagogy (developing a practice suitable for EAL learners) There was no mention of first language maintenance Initial Engagement with Schools of Sanctuary
Evidence shows that use of audit tools for external accreditation : - Promotes reflection, - Gives clear targets, - Identifies areas for improvement, - Moves schools away from organisational blindness (Van Hoof et al, 2007:266) Why a Self Assessment Tool? ALSO- If I was to support this it had to be about school improvement for our EAL/ BME learners.
TAKE positive action to embed concepts of welcome, safety and inclusion. Strengthening Principle 2 What would you include in Principle 2 to strengthen the elements identified above?
Audit Tool Copy of Audit Tool Review Principle 2- how does this compare with your ideas?
Term Steps towards accreditation Action needed 1 Resolution of support RoS completed and sent to local coordinator and lead TVOS. Schools of Sanctuary- Proposed Protocol 1 Audit and action plan completed Local coordinator to meet schools to support if necessary. 2/3/4 Implement action plan and collect evidence for portfolio Local coordinator to meet to review portfolio pre submission. 4/5 Submission of portfolio To Local Coordinator. Date of meeting of TVOS review team shared with school. Accreditation confirmed or next steps for accreditation identified.
L1 Maintenance was recognised in government guidance until 2012: Children benefit enormously if they are given opportunities to contribute to development of their first language alongside English (DfE 2012:31). Why By 2013, L1 was identified in terms of L1 assessment at point of induction by OFSTED, with no additional reference to maintenance. Strengthen First language Maintenance? By 2016, L1 maintenance has disappeared from government publications. 2017, regional meeting possible emerging narrative gaming the system in relation to L1 accreditation.
Why Would We Promote L1 Maintenance in School? Why do you think it s an important element of EAL provision? How could you promote it?
Cognitive benefits Supports acquisition of English as an additional language L1 Maintenance Language rights Language loss can impact upon self esteem and family relationships
What is EAL? What is bilingualism? Identification is key. School Census definition which emphasises exposure to a language other than English was adopted. A first language, where it is other than English, is recorded where a child was exposed to the language during early development and continues to be exposed to this language in the home or in the community. (DfE, 2016:63). Prerequisites to L1 Maintenance
Increase in numbers of EAL learners identified Increase in number of languages identified For example in one secondary school, they identified 23 more languages spoken than previously identified, (21 more EAL learners). Pro-active Identification
Language Ambassadors Programme in each school- developed using research (based upon practice developed in Hampshire). Best practice is being developed via networks. Supported identification, recognition and enhanced status for bilingualism.
How Well Does School Know About Your Languages?
Good use is made of interpreters for families who arrive as refugees or asylum seekers and do not speak English. Primary Primary School School Ofsted February February 2018 2018 Pupils from the 10 different ethnic groups in the school fully integrate with one another in lessons and at social times, such as when eating together. Children are encouraged to listen to, and learn about, one another from the early years onwards. Some pupils have taken on the role of language ambassadors and help pupils who arrive at the school with little English. Ofsted
Particularly good support is provided for pupils who speak English as an additional language. The school is a language rich environment. Teachers and teaching assistants have been well trained and know how to help pupils develop their vocabulary and grasp of English. Primary Primary School School Ofsted February February 2018 2018 Ofsted Pupils told inspectors you can be who you want to be at xxxxxxxxx Primary and expressed the view we are all different and all equal .
Enhanced inductions- schools have enhanced knowledge of their children and families. Enhanced use of interpreters, with identified impact. Strengthened community links. Increased first language accreditation and liaison with community schools (complementary schools). Increase in family learning in school. Key Strengths
Appropriate English Language Acquisition Assessment tool adopted and embedded. Increased awareness of language needs Increased awareness of need to meet needs via appropriate pedagogy Increased opportunities for CPD for staff Increased attendance at EMA and Equalities Networks Increase in inclusive practice. Increase in collaboration between schools. Key Strengths Continued
Want To Be Involved? https://cityofsanctuary.org/groups/
Thank You Any Questions?
