EAL Policy

1. Purpose

This policy outlines the provision and support offered to pupils who are developing English as an Additional Language (EAL) at ISJ. It is to ensure equitable access to the curriculum, effective assessment of language development, and inclusive practices that promote both academic achievement and wellbeing.

Our approach is firmly rooted in the vision and mission of ISJ. We aim to provide a dynamic learning environment where every child's unique identity and potential is celebrated and nurtured. By combining an exceptional British education with the vibrant cultural heritage of Indonesia, we ensure that pupils learning English as an additional language are supported to thrive academically, creatively, and socially. In line with our mission, our EAL provision is child-centred, holistic, and innovative. It reflects our commitment to embracing diversity, respecting individuality, and fostering a global community in which all pupils feel valued. Through this, we prepare our learners not only to meet the challenges of academic learning but also to develop the empathy, confidence, and global-mindedness needed to contribute positively in an ever-changing world.

2. Principles

• All pupils, regardless of background, have the right to access a broad, balanced, and challenging curriculum.
• Language development is central to academic success and social integration.
• EAL provision is a shared responsibility across the whole school, supported by specialist guidance from the EAL Coordinator.
• A consistent approach to assessment and monitoring is used to identify pupils' language development needs and track their progress over time.

3. Early Years and Foundation Stage (EYFS)

• In the Early Years and Foundation Stage, children acquire English language skills through natural immersion in the school's English-speaking environment.
• Children at this stage do not generally require additional specialist EAL provision. Instead, teachers provide a language-rich environment with structured opportunities for communication, play, and interaction.

4. Assessment of EAL Learners

• From Year 1 upwards, all pupils are assessed on entry to the school in the areas of:
  • Speaking and Listening
  • Reading and Viewing
  • Writing
• The Bell Foundation's EAL Assessment Framework is used to determine each child's English proficiency level and to inform personalised support strategies.
• Ongoing assessment and regular check-ins are conducted to monitor both social and academic progress.

5. Provision for EAL Learners

• New to English:
  • Pupils identified as New to English will receive intensive out-of-class support with the EAL Coordinator to aid a smooth transition into school life.
  • Progress is reviewed regularly. Once pupils demonstrate good progress, support will shift primarily to in-class strategies to encourage full inclusion.
• Continuing Support:
  • Pupils who continue to require additional support will receive differentiated learning opportunities within the classroom, supported by the class teacher and the EAL Coordinator.
  • If progress is not adequate, further interventions may be put in place, such as:
    • Additional intensive sessions with the EAL Coordinator
    • Increased in-class support
    • Targeted language interventions based on assessment outcomes

6. Roles and Responsibilities

• Class Teachers: Plan for inclusive lessons, adapt materials, and implement strategies that support EAL learners.
• EAL Coordinator: Provides specialist intervention, leads assessment using the Bell Foundation framework, monitors progress, and advises staff.
• School Leadership: Ensures EAL provision is prioritised within whole-school planning, training, and resource allocation.
• Parents/Carers: Encouraged to support home language development alongside English, recognising the value of bilingualism and multilingualism.

7. Inclusion and Access to the Curriculum

• EAL learners will not be withdrawn from the mainstream curriculum unnecessarily; instead, provision focuses on scaffolding access to learning.
• The school promotes positive attitudes towards multilingualism and cultural diversity, recognising pupils' linguistic backgrounds as assets.

8. Monitoring and Review

• Progress of EAL pupils is tracked systematically using The Bell Foundation framework.
• This policy will be reviewed annually to ensure it remains aligned with best practice and the needs of the school community.