Guidance

Curriculum
and Standards

New Arrivals Strategy managers,

Ethnic Minority

Excellence Programme Achievement

managers and
Management guide consultants,
headteachers,
teachers and
teaching assistants
in primary, middle
and secondary
schools
Status: Recommended
Date of issue: 03-2008
Ref: 00041-2008DWO-EN
How to use this guide

New Arrivals Excellence Programme: Management guide

This guide is intended to support senior leaders in the welcome, induction and inclusion of
newly-arrived pupils learning English as an additional language (EAL) through rigorous self-
evaluation and targeted action. It is closely aligned to other aspects of school improvement.
The major areas of focus for the guidance are:

• leadership and management;

• developing teaching and learning;

• engagement, support and intervention.

This guide should therefore be used in conjunction with other key guidance documents such as:

• New Arrivals Excellence Programme: Guidance (Ref: 00650-2007BKT-EN)

• New Arrivals Excellence Programme: A resource to support the development of induction

procedures for new arrivals (Ref: 00426-2007DVD-EN)

• Unlocking potential: Raising ethnic minority attainment at Key Stage 3 (Ref: 0579-2002)

• A language in common – the assessment of English as an additional language

(QCA/00/584)

• Assessing pupils’ progress in English at Key Stage 3 (Ref: 1789-2005 CDO-EN)

• Excellence and Enjoyment: Learning and teaching for bilingual children in the primary years
(Ref: 0013-2006DCL-EN)

• Tracking for success (Ref: 1545-2005FLR-EN)

• Tackling underperformance: a guide for school leaders (Ref: 0758-2004 G).

Before using the guidance, senior leaders will need to:

• complete the accompanying school self-evaluation grid in Section D;

• identify priorities and develop an action plan;

• agree a time line for tackling the priorities.

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 Contents
New Arrivals Excellence Programme: Management guide

This guidance is divided into the following four sections:

Section A: Leadership and management page 5
Planning for new arrivals (roles and responsibilities)
Section B: Teaching and learning page 9
Ongoing support (developing classroom practice, tracking
and monitoring progress)
Section C: Engagement, support and intervention page 12
Section D: School self-evaluation tool page 14

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The three Waves: A common
approach to intervention

New Arrivals Excellence Programme: Management guide

support
The National Strategies advocate a systematic approach to teaching based on three waves of
tailored support. Schools will need to use a waves approach to plan, design and tailor effective
and appropriate provision. This guidance is aimed primarily at the development of Wave 1 and
Wave 2 intervention support while recognising the potential need for initial, time-limited Wave 3
support for new arrivals. The three Waves are outlined below.

Wave 1 – Tailored teaching in classes

Wave 1 teaching is high-quality, inclusive teaching supported by effective whole-school policies and
frameworks, clearly targeted at all pupils’ needs and prior learning. This must be based on planning
and schemes of work designed to move all pupils from where they are to where they need to be.
Where large numbers of pupils share the same learning needs, the best solution is to adjust the
planning to cater for them. It means setting a new trajectory for the learning programme to take
pupils to where they need to be in terms of age-related expectations. Effective Wave 1 teaching
anticipates the needs of pupils based on good use of yearly transition data and information.

Wave 2 – Wave 1 plus additional, time-limited,

tailored intervention support programmes
Wave 2 teaching is designed to increase rates of progress and secure learning for groups of
pupils that puts them back on course to meet or exceed national expectations. This usually
takes the form of a tight, structured programme of small-group support, carefully targeted and
delivered by teachers or teaching assistants who have the skills to help pupils achieve their
learning objectives. This can occur outside of (but in addition to) whole-class lessons, or be built
into mainstream lessons as part of guided work. Critically, intervention support needs to help
pupils apply their learning in mainstream lessons. Intervention programmes need to be closely
monitored to ensure that they meet pupils’ needs and are impacting on learning progress. The
emphasis is on support for pupils who can get back to achieving age-related expectations. The
outcome of Wave 2 intervention is for pupils to be back on track to meet national expectations
at the end of the key stage.

Wave 3 – Wave 1 plus increasingly individualised

programmes, based on independent evidence of
what works
Expectations for Wave 3 teaching are to accelerate and maximise progress and minimise
performance gaps. This will involve support provided by a specialist teacher, highly-trained
teaching assistant or academic mentor. This support for pupils will be one to one or with very
small groups, to support pupils towards the achievement of very specific targets.

The Waves model provides a useful tool to support efficient curriculum planning, inclusive
teaching and personalised approaches to address diverse needs. It provides a common
language that emphasises a curriculum response that can reduce the need for highly
individualised strategies.

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 New arrivals and the school
improvement cycle
New Arrivals Excellence Programme: Management guide

The diagram below illustrates a school improvement cycle of; review, plan, implement and monitor,
and evaluate. Each section of this guidance shows how the process can be used to identify and
tackle common priority areas and how these can be monitored and evaluated over time.

Review current
provision

Leadership and management

Making effective use of data
Admissions and assessment
Monitor and Pupil welcome, engagement Plan
evaluate and support improvements
Curriculum planning, teaching
and learning
Parent/carer partnerships

Implement
improvements

The cyclical process outlined is designed to lead schools from monitoring and evaluating impact
into a further review of systems, processes and practices which in turn leads to planning and
implementing further improvements.

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Section A: Leadership and
management – planning for

New Arrivals Excellence Programme: Management guide

new arrivals (roles and
responsibilities)
Newly-arrived English as an additional language learners are not a homogeneous group.
Some new arrivals, for example, may be new to English; some may have achieved social but
not academic fluency and some may be advanced bilingual learners. In addition, a complex
interplay of factors such as language development in English and the first language(s), the
pupil’s experience of working in more than one language, their culture, ethnicity, previous
educational history and socio-economic status will all form part of their experience.

Step 1 Review
Having used the school self-evaluation tool, senior leaders will have a clear view of the areas for
development in the current provision for newly-arrived bilingual learners.
Senior leaders to:
• carry out a school audit of current policy and practice for the admission of bilingual new arrivals;
• use the audit to draw up a plan of action that will enable the school to be better prepared for the
welcome, admission and induction of new arrivals.
Middle leaders (including subject, pastoral and Ethnic Minority Achievement (EMA) coordinators) to:
• analyse school data by ethnicity, gender, first language, date of arrival to the UK and length of
time in school and decide how newly-arrived English as an additional language learners are doing
in each year/group/class/core subject. Match data to provision to determine effectiveness of
current policy and practice;
• collect the views of pupils regarding provision for new arrivals.

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 Step 2 Plan
The following actions will support senior and middle leaders in establishing a plan to facilitate the
integration of new arrivals into the school:
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Senior leaders to:

• plan, discuss and agree with middle leaders a whole-school coordinated approach to the
welcome, admission and induction of new arrivals;
• write and disseminate a whole-school policy on the welcome, admission and induction of new
arrivals;
• ensure that the policy is aligned with other whole-school initiatives and integrated into the school
improvement plan;
• agree processes for monitoring and evaluating the effectiveness of the policy;
• plan a continuing professional development (CPD) programme based on the findings of the
review above.
Middle leaders (including Ethnic Minority Achievement coordinators) to:
• work with class teachers/tutors and subject teachers to ensure that the policy is known,
understood and translated into action;
• ensure class teachers/subject teachers are notified in advance that they will be receiving a new
arrival and that the timing of the induction into class is appropriate;
• ensure that the class/tutor/subject teacher has prepared class buddies/mentors and has
prepared a welcome pack for the new arrival;
• plan a coordinated approach for the allocation of additional adults. It is recognised good practice
for schools to have an induction mentor, this could be a teaching assistant (TA) who takes on this
role only when there are new pupils;
• identify the location of appropriate materials or arrange the purchase of new materials, if
necessary: visual support to access the curriculum is essential for bilingual new arrivals. Bilingual
dictionaries, dual language texts and curriculum-based material in the pupil’s first language and
reflecting their culture will all enhance the welcome and induction process. Relevant artefacts and
tangible objects offering a ‘hands on’ approach will enhance the learning for younger pupils in
particular;
• ensure that it is understood that every teacher (not the Ethnic Minority Achievement teacher) is
responsible for supporting the new arrival within their classrooms;
• ensure that schemes of work/lesson plans provide an appropriate level of cognitive challenge with
appropriate language scaffolding for newly-arrived English as an additional language learners;
• support staff in revising group and individual curricular and language targets in their subject.

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Step 3 Implement
Prior to arrival

New Arrivals Excellence Programme: Management guide

Senior leaders to:
• ensure that appropriate CPD is provided on meeting the needs of new arrivals;
• help subject teams, class teachers and any additional staff to work collaboratively to implement
the agreed actions from the review and the agreed school policy;
• ensure that the parents/carers of newly-arrived pupils receive accessible, translated information
about the school and how it will be able to support them and their child.
Middle leaders to ensure that:
• staff are briefed prior to the new arrival joining the school;
• pupils are prepared for a new arrival joining the class/school;
• playground supervisors and other support staff are also briefed on effective ways of supporting
newly-arrived pupils.
For admissions interviews
Senior leaders to:
• ensure that access to interpreters is available for initial assessment/interview;
• ensure that appropriate training is given to any staff who carry out initial interviews with bilingual
new arrivals and that they are sensitive in their approach to asking questions;
• ensure that the interviews take place in a suitable location where families of new arrivals will be
able to experience privacy;
• ensure that information gathered at the interview covers: previous educational history, literacy in
first language, health concerns and clear contact details especially if parent/carer does not speak
English;
• make sure that the information given to parents includes: times of the school day, school rules,
information about important dates, essential uniform and equipment and that it is available in a
range of languages or visually presented and therefore accessible;
• give parents information about support available, for example, with school uniform and free
school meals (FSM) and help parents/carers complete school forms;
• delay the starting date for the new arrival to allow parents/carers time to access services and buy
uniform and equipment as well as time to allow the school to share information about the new
arrival and put into place any support needed;
• ensure that year group/class/teacher allocation is given careful thought and new arrivals are not
placed automatically in lower sets/groups – keep this under constant review;
• consider what information about the new arrival is shared with the class – avoid making
assumptions.

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 Once new arrivals have started
Senior leaders to:
• support class and mainstream teachers in tailoring their lesson plans to meet the needs of newly-
New Arrivals Excellence Programme: Management guide

arrived English as an addtional language learners;

• ensure collaboration between colleagues including Ethnic Minority Achievement staff in planning
to meet the needs of newly-arrived English as an additional language learners;
• ensure that developing practice is shared;
• ensure that appropriate curricular and language targets are set;
• gather and share information to establish an overview of the support provided for newly-arrived
English as an additional language learners;
• ensure that any support provided for new arrivals delivered through withdrawal sessions is time
limited, linked to the curriculum, regularly reviewed and carefully monitored.1
Middle leaders (including Ethnic Minority Achievement coordinator) to:
• consider what information about the new arrival is shared with the class – avoid making
assumptions;
• consider what support arrangements are made for the first day, first month and first term: the key
principle of access to the National Curriculum alongside peers should apply;
• ensure that there are clear criteria for any intervention which involves withdrawing new arrivals
from the classroom for a time-limited period;
• ensure that targets include language development targets which should be addressed by all
professionals working with the new arrival;
• ensure that parents are involved in a review meeting after 4–6 weeks to discuss the pupil’s
integration, academic progress, language development and targets;
• ensure that when initial assessment takes place, it is focused on subject knowledge and skills as
well as the pupil’s ability to express themselves in English.

Step 4 Monitor and evaluate

It is essential that the policy is regularly reviewed to ensure maximum and continuing impact.
Senior leaders to:
• monitor and evaluate the effectiveness of the whole-school policy on induction and integration
in terms of both the attainment of newly-arrived pupils at class and whole-school level, and the
qualitative aspects of induction;
• consider any additional CPD needs in the light of review findings and feedback from the early
stages of integration of new arrivals.
Middle leaders to:
• review plans and schemes of work through lesson observations, work sampling and discussions
with teachers and pupils to ensure that the needs of bilingual new arrivals are being met;
• work with additional and subject staff to ensure that targets for newly-arrived English as an
additional language learners are set and plans are in place for them to be reviewed each term;
• collect and analyse data regularly to measure the progress of bilingual new arrivals.

1
This would be inappropriate for any children in Early Years Foundation Stage except under very exceptional
circumstances.

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Section B: Teaching and
learning – ongoing support

New Arrivals Excellence Programme: Management guide

(developing classroom
practice, tracking and
monitoring progress)
The key to success in meeting the needs of newly-arrived English as an additional language
learners is to enable curriculum access and create the ideal conditions for learning: an
environment where pupils feel safe and valued and can experience a sense of belonging and
where they can see themselves reflected in the school, in the classroom and in an inclusive
curriculum. Alongside this are the fundamental tenets of the pedagogy for pupils for whom
English is an additional language.

Key principles for English as an additional

language learners
Underpinning the advice on teaching and learning are certain pedagogical principles drawn
from many years’ research on effective practice in English as an additional language:

• English as an additional language learners at any level of fluency have a right of access to
the National Curriculum and Early Years Foundation Stage.2

• Language development arises from an oral and cognitive interplay between language and
subject: decontextualised language activities are rarely productive.

• Pupils acquire English from socialising and collaborating with peers as well as learning from
explicit teaching.

• Talk and collaboration are essential elements in effective teaching and learning and in
developing secure literacy skills.

• The aim of good teaching for Early Years Foundation Stage learners is to scaffold the
learner’s progress to independence.

• Bilingualism is an asset, and the first language has a continuing and significant role in
identity, learning and the acquisition 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.

2
Early Years Foundation Stage is not part of the National Curriculum. It is a statutory but non-compulsory phase of
education and care.

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 Step 1 Review
Senior leaders to:
New Arrivals Excellence Programme: Management guide

• collect performance data analysed by ethnicity, first language and English as an additional
language status;
• analyse data in terms of progress and attainment;
• review how well the school is doing by its newly-arrived English as an additional language
learners;
• review CPD needs of all staff working in the classroom with newly-arrived English as an additional
language learners.
Middle leaders to:
• be aware that the majority of bilingual learners will tend to progress faster than their monolingual
peers, gradually closing the attainment gaps;
• ensure that appropriately challenging targets are being set.

Step 2 Plan
Senior leaders to:
• ensure that staff long-term aspirations for new arrivals are the same as those for other pupils and
that they are being addressed across the school;
• plan a CPD programme according to the findings of on-going review, monitoring and evaluation.
Middle leaders to:
• work with other curriculum coordinators to use a range of quantitative and qualitative data to
identify specific aspects of language development which require focused work;
• support colleagues to develop their expertise in meeting the needs of newly-arrived English as an
additional language learners;
• support colleagues to develop their knowledge of the linguistic, cultural and religious
backgrounds of pupils and their families and the social and political factors which affect their lives.

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Step 3 Implement
Senior leaders to:

New Arrivals Excellence Programme: Management guide

• ensure that new arrivals have access to the additional opportunities that the school has to
offer, for example, does the school monitor attendance at homework club and other voluntary/
extracurricular activities?
• provide appropriate CPD to all staff to support them in ensuring teaching meets the needs of new
arrivals with English as an additional language;
• ensure that new arrivals are appropriately included on the register of gifted and talented pupils;
• model and promote values, attitudes and behaviour supportive of race equality.
Middle leaders to:
• ensure that teachers are aware that English as an additional language learners who are fluent in
social situations might still require considerable support in using academic English and that this is
provided;
• support colleagues to identify the language demands and language development opportunities
when planning;
• support colleagues to ensure that learning builds on pupil’s previous experience;
• support colleagues to develop their expertise in using a range of strategies to scaffold language
and learning;
• support colleagues to provide opportunities for speaking and listening for a range of purposes
and audiences across the curriculum.

Step 4 Monitor and evaluate

Senior leaders to:
• ensure the CPD programme is impacting both on the quality of learning and teaching and on the
attainment and progress of newly-arrived pupils;
• monitor the gifted and talented register by ethnicity and language to ensure appropriate
representation of newly-arrived pupils;
• keep the progress of newly-arrived pupils under systematic and rigorous review.
Senior and middle leaders to:
• monitor and review frequently all systems of induction and support that are put in place to
facilitate the integration of new arrivals. This includes admission, initial assessment, tracking and
monitoring systems and in-class activities;
• view these systems as fluid and flexible and capable of responding to demographic changes in
the school population;
• monitor and review classroom practices to ensure they meet the needs of new arrivals;
• monitor the impact of learning and teaching to ensure appropriate progress is being made by
new arrivals within lessons and over time.

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 Section C: Engagement,
support and intervention
New Arrivals Excellence Programme: Management guide

While the major focus in this guidance is to plan for the welcome, induction and integration of
newly-arrived English as an additional language learners, you will also need to consider how the
school can respond to the different needs of new arrivals in a more holistic way.

Engagement refers to the way in which newly-arrived English as an additional language learners and
their parents/carers are made to feel part of the school. This could be through:
• active involvement in learning;
• encouragement to participate in the life of the school, for example through team activities or other
events;
• being asked their views;
• being involved in the development and operation of systems and policies;
• seeing their lives, languages, experiences and cultures reflected in all aspects of the school, from
the corridor and classroom displays to the curriculum content;
• ensuring that parents and carers from minority communities know that the first language has
a significant and continuing role in their child’s learning, that the school values bilingualism and
considers it to be an advantage;
• celebrating different forms of achievement, such as success in community language
examinations;
• supporting the development of links with supplementary and community schools including
madrasahs.
It is recommended that senior leaders prioritise each of these aspects over a period of time for action
in the school improvement plan. Some aspects, such as the content of displays, are relatively easy
to review and act upon; others, such as partnerships with the community, take longer to develop in a
meaningful way.

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Support is the way in which the school recognises the different needs of newly-arrived English as an
additional language learners and their parents/carers and provides additional input to allow equality of
access. This could be through:

New Arrivals Excellence Programme: Management guide

• use of interpreters to encourage participation;
• variation or differentiation of the curriculum;
• use of staff such as bilingual classroom assistants to enable enhanced access to the curriculum;
• availability of resources such as bilingual dictionaries, artefacts and visual stimuli appropriate to
the age of the pupils;
• a clear policy for support for English as an additional language learners in examinations;
For further details about assessment arrangements for newly-arrived English as an additional
language learners see the QCA website [Link]
• clear procedures for the admission of pupils outside normal transfer times, including a welcoming
induction process and forms of social and academic support such as class buddies/mentors;
• ensuring that parents/carers are aware of their rights of appeal against an admission or exclusion
decision;
• ensuring that parents/carers are given advice in translation at key times, for example, Year 6 – 7
transfer and for Key Stage 4 options in Year 9;
• establishing good links with outside agencies and community organisations that can support
newly-arrived parents and carers;
• devising and enacting strategies to ensure that parents and carers understand the school’s
approach to learning and teaching and can participate as key partners.
These are tasks for senior and middle leaders in that both policy and operational issues are involved.
For example, senior leaders will need to analyse the data on attendance at parents’ meetings and
develop policy guidelines, while middle leaders will need to develop the operational aspects such as
how to book and organise the work of interpreters.

Personalised intervention is the active targeting of a pupil or group of pupils at risk of

underachievement. This would be Wave 3 tailored support and could take the form of personalised
learning through:
• targeted teaching in different groupings for specific purposes, time-limited, linked to the
curriculum, monitored and evaluated;
• targeted support at homework or study support sessions;
• mentoring and/or academic tutoring for vulnerable pupils such as refugees and asylum seekers.
While the actual targeting of individual pupils is likely to be organised by middle leaders, senior leaders
need to develop clear policy guidelines on how and when intervention strategies are used to meet the
needs of different groups of pupils. There will also need to be careful evaluation of the impact of such
strategies with a regular review of how such resources are allocated.

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 Section D: School self-
evaluation tool
New Arrivals Excellence Programme: Management guide

The following table is a tool designed to support school self-evaluation and is referenced to the
Ofsted self-evaluation form (SEF) for secondary and primary schools.

The ‘Aspect’ headings are organised in such a way that they reflect the three main sections of
this guidance:

Aspect A: Leadership and management

A1 Roles and responsibilities

A2 Collecting and using data

Aspect B: Developing teaching and learning

Aspect C: Engagement, support and intervention

C1 Pupils

C2 Admission and transfer

C3 Parent/carer partnerships

C4 Culture and ethos

The additional aspect – A1 – covers the leadership and management responsibilities that are a
thread through all three sections.

In the table, the column headed ‘SEF’ is the reference to the relevant part or section of the
Ofsted self-evaluation form. If the reference is placed alongside the ‘Aspect’ heading, it refers to
all the aspects in that section. Where there is a reference alongside a single numbered aspect,
that reference is in addition to the ‘Aspect’ heading.

The boxes headed ‘Not yet in place’, ‘Developing’, and ‘Well established’ are designed so that
you are able to make a judgment on your school’s progress against the various aspects that
contribute to the achievement of newly-arrived pupils and consider what you might need to do
to make further progress.

Your judgements should be supported by evidence that can be inserted at the appropriate
places in the grid and copied and pasted as required into your school’s self-evaluation form.

Further Information on the self-evaluation form can be obtained from: [Link]

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 Ensuring the attainment of newly-arrived pupils: school self-evaluation

Aspect SEF Evidence of practice

A1: Leadership and management: roles and 6a Not yet in place Developing Well established
responsibilities

1. The headteacher provides an active lead on ensuring

the attainment of newly-arrived pupils

2. The school development plan has clear objectives and 3c

strategies for ensuring the attainment of newly-
arrived pupils

3. The school’s CPD cycle includes regular provision

for training for all staff related to the induction,
assessment and ongoing support for learning and
teaching of newly-arrived pupils

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4. Performance management targets include those
related to raising the achievement of newly-arrived
pupils

5. Additional funding for Ethnic Minority Achievement F2

is deployed strategically and is used to support new
F3
arrivals as well as more advanced EAL learners
F4

6. The school monitors the deployment of all additional

funding to ensure that it is adding value

7. The school actively recruits governors representative

of local community groups

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16
Aspect SEF Evidence of practice

A2: Leadership and management: collecting and 1a, Not yet in place Developing Well established
using data 1c–1e

8. The school has robust and sensitive systems for

collecting contextual data for newly-arrived EAL
learners, such as first language (L1), other languages
spoken, literacy in L1, refugee status and length of
schooling inside and outside the UK

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9. The school has an established time limit for the
collection and analysis of attainment data

10. The school analyses attainment data by ethnicity and

New Arrivals Excellence Programme: Management guide

L1 to ensure an accurate picture of progress and
attainment across all years

11. The leadership team analyses the attainment data to

identify trends in relation to subject, key stages, year
groups or classes and ensures that targeted action is
taken as a result

12. The school has clear systems for communicating

findings from ethnicity and first language data analysis
to all stakeholders

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13. Targets are set for the attainment of all groups of 3a
newly-arrived EAL learners overall and progress is
rigorously monitored
 14. Composition of pupil groups is monitored to ensure 2b
that newly-arrived EAL learners are not placed
inappropriately or over-represented in lower sets

15. Option choices are analysed to ensure that newly- 3c

arrived EAL learners make appropriate selections

16. The school ensures that CPD is provided so that 6a

middle and senior managers are skilled and confident
C6
in interpreting and making use of data
C7

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 New Arrivals Excellence Programme: Management guide

18
Aspect SEF Evidence of practice

B: Developing teaching and learning: curriculum Not yet in place Developing Well established
planning, teaching and learning

17. Teachers are aware of the difference between

conceptual development and English language
development and plan accordingly

18. Teachers use a range of strategies to engage, 5a–c

motivate and accelerate progress for newly-arrived

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5e
EAL learners

19. The curriculum is culturally sensitive and provides

opportunities for pupils to discuss issues of identity

New Arrivals Excellence Programme: Management guide

and ethnicity

20. Schemes of work and lesson plans show evidence of

high expectations of newly-arrived EAL learners

21. Lesson plans show evidence of the development of

higher-order thinking skills

22. Lesson plans show evidence of integrating speaking

and listening activities into the curriculum

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23. Lesson plans show evidence of explicit teaching of
academic language skills

24. Schemes of work and lesson plans show evidence of

use of focused language development activities, for
example, active reading strategies
 25. Schemes of work and lesson plans show evidence of
support for developing extended writing, for example,
through modelling, oral rehearsal, shared writing

26. Pupils are encouraged to use L1 to support their

learning and English language development

27. Pupils are grouped within classes in such a way as to

support both their progress in the subject and their
language development

28. Targeted pupils have agreed language development

as well as challenging curricular targets and these are
used to inform planning

29. Schemes of work and lesson plans show evidence of

opportunities for pupils to reflect on their own learning
and evaluate their work and progress

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20
Aspect SEF Evidence of practice

C1: Engagement, support and intervention: pupils 5c Not yet in place Developing Well established
6a

30. The school staff is clear on the differences between Part

SEN and EAL so that newly-arrived EAL learners are C6–8
not grouped or taught inappropriately

31. Any withdrawal arrangements for newly-arrived EAL Part

Primary and Secondary National Strategies

learners are time-limited and carefully monitored for C1
impact and to ensure full access to the curriculum

32. The school makes effective provision for newly- Part

arrived EAL learners to take examinations in home, C6–8

New Arrivals Excellence Programme: Management guide

community and heritage languages

33. Underachieving newly-arrived EAL learners are

targeted for support at key enrichment activities
such as homework clubs and revision clubs and their
attendance is monitored

34. Vulnerable newly-arrived EAL learners, including

asylum seekers and refugees, are identified and
appropriate provision is made for them

❙ 00041-2008DWO-EN ❙ © Crown copyright 2008

35. The school actively engages newly-arrived EAL Part
learners by involving them in all aspects of school life, C6–8
seeking their views in a variety of ways 2a–d
 Aspect SEF Evidence of practice

C2: Engagement, support and intervention: admission 5a Not yet in place Developing Well established
and transfer
5b
6a

36. The school collects and uses a range of information

from previous schools and settings as well as parents/
carers to maintain the progress of newly-arrived EAL
learners from primary to secondary school

37. There are clear policies and procedures for pupils B10a
arriving outside the normal admission times including
information gathering, induction, pupil support and
feedback to parents/carers

38. The school provides support, for example, academic

Primary and Secondary National Strategies

tutors, enrichment activities or buddy systems for
pupils identified as at risk of underachieving during
their transfer or admission to secondary school

39. The school creates opportunities to ensure that Part

parents/carers of newly-arrived EAL learners are G6–7
equipped to support their children’s education,
for example, by providing information evenings,
workshops, support packs

❙ 00041-2008DWO-EN ❙ © Crown copyright 2008

New Arrivals Excellence Programme: Management guide
21
New Arrivals Excellence Programme: Management guide
 New Arrivals Excellence Programme: Management guide

22
Aspect SEF Evidence of practice

C3: Engagement, support and intervention: parent/ 2a–d Not yet in place Developing Well established
carer partnerships

40. The school engages the parents/carers of newly-

arrived EAL learners by actively seeking their views:
reaching out to parents/carers less confident in
speaking English through use of translators and
interpreters as well as targeted meetings

Primary and Secondary National Strategies

41. Newly-arrived bilingual parents/carers are well
informed about a range of school developments, for
example, procedures for national tests, examination
entry policy, enrichment classes

New Arrivals Excellence Programme: Management guide

42. The school actively develops links and effective
partnerships with the wider minority ethnic and
bilingual communities, for example, through
complementary schools, local arts groups, religious
organisations and local businesses

43. The school actively secures representation of the

minority ethnic and bilingual communities at all levels
of non-teaching and teaching staff

❙ 00041-2008DWO-EN ❙ © Crown copyright 2008

 Aspect SEF Evidence of practice

C4: Engagement, support and intervention: culture 4b–c Not yet in place Developing Well established
and ethos Part C
6–8

44. Classroom and corridor displays positively reflect the Part

languages, experiences and heritages of newly-arrived C6–7
EAL learners

45. The school ensures that all pupils and parents/carers

are aware of the race equality policy and their role in
ensuring that it works

46. Newly-arrived EAL learners are represented in all

aspects of school life, for example, school council,
school teams, gifted and talented initiatives

Primary and Secondary National Strategies

❙ 00041-2008DWO-EN ❙ © Crown copyright 2008
New Arrivals Excellence Programme: Management guide
23
New Arrivals Excellence Programme: Management guide
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