DOCUMENTS INDEX

Click on the buttons to view summary information and links to key official documents relating to the field of EAL including NALDIC's reports and responses

A

Access and engagement in D&T DfES 0663/2002

Access and engagement in English DfES 0609/2002

Access and engagement in ICT DfES 0611/2002

Access and engagement in PE DfES 0659/2002

Access and engagement in RE DfES 0658/2002

Access and engagement in Art DfES 0662/2002

Access and engagement in Geography DfES 0657/2002

Access and engagement in History DfES 0656/2002

Access and engagement in Mathematics DfES 0251/2002

Access and engagement in modern foreign language DfES 0090/2004

Access and engagement in Music DfES 0656/2002

Access and engagement in Science DfES 0610/2002

Subject by subject guidance for the teaching of pupils learning EAL within KS3 curriculum areas produced by the Key Stage 3 National Strategy.

Achievement of Bangladeshi heritage pupils Ofsted 2004. (Ref. HMI513)

OFSTED good practice exemplars drawn from inspections of schools where Bangladeshi pupil achievement is improving

Achievement of Black Caribbean Pupils: Good Practice in Secondary Schools Ofsted 2002

OFSTED good practice exemplars drawn from inspections of schools where Black Caribbean pupil achievement is improving

Achievement of Black Caribbean Pupils: Three Successful Primary Schools, Ofsted 2002

OFSTED good practice exemplars drawn from inspections of schools where Black Caribbean primary pupil achievement is improving

Adult ESOL Core Curriculum   ( DfES A1182/2002)

Post 16 ESOL core curriculum developed by the DfES and the Basic Skills agency to define the skills, knowledge and understanding that form the national ESOL standards for speaking, listening, reading and writing. Covers Entry level. Level 1 and Level 2 of the National Qualifications Framework.

Aiming High: Guidance on Supporting the Education of Asylum Seeking and Refugee Children. DfES, April 2004. (Ref. DfES/0287/2004)

DfES guidance on supporting the achievement of pupils from refugee and asylum seeking backgrounds

Aiming High: Meeting the needs of newly arrived learners of English as an additional language (EAL) DfES1381-2005 May 2005 (Ref. DfES1381-2005)

DfES downloadable and web based guidance to support schools who may be working with newly arrived isolated learners of English as an additional language in settings which may have little or no access to expert EMA (Ethnic Minority Achievement) support.

Aiming High: Supporting effective use of EMAG . DfES, 2004. (Ref. DfES/0283/2004)

DfES guidance on the effective use of EMA funding to raise achievement. Includes section on good practice in relation to EAL and assessment

Aiming High: Understanding the Educational Needs of Minority Ethnic Pupils in Mainly White Schools DfES, May 2004. (Ref. DfES/0416/2004)

Guidance for schools in 'mainly white' areas concerning race equality, EAL and inclusion.

Aiming High: Guidance on the assessment of pupils learning English as an additional language DfES, 2005. (Ref/1469-2005DOC-EN)

DfES document providing further details on approaches to the assessment of pupils learning EAL

Assessment in Mathematics Toolkit to support pupils for whom English is an additional language

(DfES, 2003, Ref: DfES 0267/2003). CD-Rom (Ref. DfES 0284/2003)

The Assessment of pupils learning EAL (DfES, 2003)

DfES KS3 publication concerning the tracking and monitoring of EAL pupil progress

B

Briefing Paper : Funding for the support of pupils learning English as an additional language (NALDIC, 2006)

NALDIC briefing paper on EAL funding

Briefing Paper : Guidance on the assessment of pupils learning English as an additional language (NALDIC, 2005)

NALDIC briefing paper on the assessment of pupils learning EAL

C

Common European Framework of reference for languages:Learning, teaching assessment(Council of Europe, 2001)

The CEF provides a practical tool for setting clear standards to be attained at successive stages of learning and for evaluating outcomes in an internationally comparable manner. It is increasingly used in the reform of national curricula and by international consortia for the comparison of language certificates. A European Union Council Resolution (November 2001) recommended the use of this Council of Europe instrument in setting up systems of validation of language competences.

Community Cohesion Education Standards for Schools (HMSO,2004)

Could they do even better? (OFSTED, 2005)

OFSTED research report on the development of the writing skills of advanced bilingual learners.

The Curriculum and English as an Additional Language (DfES 0462/2003)

The second section of this training module provides EAL information for support staff

D

E

Educational Inequality: mapping race, class and gender Ofsted, 2000

Gillborn and Mirza study of educational inequality commissioned by Ofsted

The Education of Asylum-Seeker Pupils Ofsted 2003. (Ref:HMI453)

OFSTED report of practice in 37 schools in 11 LEAs concerning the education and induction of pupils from refugee and asylum seeking backgrounds

English as an additional language, TES Friday, September 23 2005

Times Educational Supplement feature story on EAL provision in England

English as an additional language: an evaluation of pilot training courses OFSTED 2006

An evaluation of five pilot courses for training specialist teachers and teaching assistants in English as an additional language which identifies effective practice on which to build a national framework for professional development in English as an additional language.

Ensuring the attainment of pupils learning English as an additional language: A management guide DfES, 2007 (Ref DfES ref 00011-2007BKT-EN)

Secondary EAL programme publication highlighting the issues affecting the attainment of this group of pupils and providing guidance on developing a range of responses in school's systems and practices.

Ethnicity and Education The evidence on minority ethnic pupils aged 5-16 (0208-2006 DOM-EN) DfES, 2006

This topic paper presents the latest statistics and research on minority ethnic and EAL pupils in the education system and updates the January 2005 topic paper. There are new sections on: segregation, attitudes toward school and research evidence from strategies such as Excellence in Cities and the EAL primary pilot. It also includes previously unpublished findings from an early analysis of provisional data from the Department’s Longitudinal Study of Young People

Ethnicity and Education The evidence on minority ethnic pupils (RTP01-05) DfES, 2005

A description of the minority ethnic school population and its patterns of variation across England; including achievement,attendance and exclusions; special educational needs; parental involvement and the ethnic background of teachers.

Ethnic Minority Achievement Grant - Extract from Standards Circular DCSF Nov 2007

Conditions and guidance for the use of the EMAG

Ethnic Minority Achievement Grant Funding 2007-2011

A spreadsheet showing allocations of funding to Local Authorities

Evaluating Educational Inclusion, Guidance for inspectors and schools, Ofsted, 2000

Evaluation of the Excellence in Cities/Ethnic Minority Achievement Grant (EIC/EMAG) Pilot Project (DfES/RR583/2004)

Every Child Matters Summary DfES, 2003 (DfES/0672/2003)

Summary of the Green Paper setting out the government's proposals for changes to the delivery of services for children, young people and families

F
Framework for Teaching English, Years 7-8, Section 4 Additional Guidance on Inclusion, DfEE 2000

G

Grammar for Writing, supporting pupils learning EAL DfES, 2002 (Ref: DfES 0581/2002)

Materials from the KS3 Strategy designed for updating EAL teachers on the teaching of grammar and include sessions on text cohesion, sentence construction, subordination, word choice and the assessment and teaching of grammar.

Guidance for supporting newly arrived pupils learning English as an Additional Language in the Literacy Hour DfES, 2002.

This guidance from the NLS is to ensure that 'newly arrived pupils have a positive experience of the literacy hour right from the beginning'.

Guidance on supporting the education of asylum seeking and refugee children, DfES, 2004 (Ref DfES/ 0287/2004)

H

Home languages in the Literacy Hour  DfES, 2002

Primary strategy guidance on using learners' first languages in the literacy hour,

I

Inclusion, TDA, 2006 (Ref TDA0161H)

Induction training for teaching assistants in primary schools.  EAL module pages 82-129

Inclusion: providing effective learning opportunities for all pupilsThe National Curriculum, DfEE 2000

Inspecting English as an Additional Language. 11-16 with guidance on self-evaluation, Ofsted 2001

Inspecting Subjects 3-11:English as an additional language Ofsted 2000

J

K

L

A Language in Common:Assessing English as an Additional Language  QCA/00/584

Highly controversial publication by QCA which Introduced the National Curriculum (English) pre Level 1 'steps' 1 and 2 and Level 1 Threshold and Secure as assessment indicators for EAL pupils in preference to well developed EAL Language stages. 

Language Needs or Special Needs? The assessment of learning difficulties in literacy among children learning English as an additional language DfEE, 2000

Learning and teaching for bilingual children in the primary years DfES, 2006 (Ref: DfES0013-2006PCK-EN) Materials to support EAL CPD for mainstream teachers developed and trialled through the Primary National Strategy EAL pilot.

Literacy, numeracy and English for speakers of other languages: a survey of current practice in post-16 and adult provision. Ofsted, 2003. (Ref: HMI 1367).

M

Making the Difference: Teaching and Learning Strategies in Successful Multi-ethnic Schools, RB59, Blair and Bourne with Coffin, Creese and Kenner, DfEE, 1998

Managing the Ethnic Minority Achievement Grant - Good practice in secondary schools. Ofsted, March 2004 (Ref. HMI 2172)

Managing the Ethnic Minority Achievement Grant - Good practice in primary schools. Ofsted March 2004 (Ref. HMI 2072)

Primary and secondary schools were visited by HMI and DfES to produce 'case studies' of good practice which feature in these publications

Marking Progress:Training Materials for Assessing English as an Additional Language (DfES, 2005)

Marking progress is designed to support teachers’ assessment of EAL and is a companion volume to A language in common: assessing English as an additional language.

More advanced learners of English as an additional language in secondary schools and colleges, Ofsted March 2003 (Ref. HMI 1102)

A research team visited KS4 school provision and KS5 in colleges to examine the EAL needs of more advanced bilingual learners in these settings and how these were met

N

New Arrivals Excellence Programme Guidance DCSF, 2007. (Ref: 00650-2007BKT-EN)

Guidance from the National Strategies on working with newly arrived learners in primary and secondary schools.  Includes teaching strategies, a short resource isting and an evaluation pro-forma

New Arrivals Excellence Programme: Primary and Secondary National Strategies. DCSF, 2007.

New web based guidance from the National Strategies on working with newly arrived learners including case studies in schools

National Curriculum Assessments, GCSE and Equivalent Attainment and Post-16 Attainment by Pupil Characteristics, in England 2006/07

Statistical First Release covering the Summer 2007 results by ethnicity and EAL. View KS1 - A level composite table here

National Curriculum Assessments, GCSE and Equivalent Attainment and Post-16 Attainment by Pupil Characteristics, in England 2005/06

Statistical First Release covering the Summer 2006 results by ethnicity and EAL. View KS1 - A level composite table here

National Curriculum Assessment, GCSE and Equivalent Attainment and Post-16 Attainment by Pupil Characteristics, in England 2005 DfES SFR09/2006

Statistical First Release covering the Summer 2005 results by ethnicity and EAL. View tables here

National Curriculum Assessment, GCSE and equivalent and Post 16 attainment by pupil characterstics  in England 2004 DfES SFR 08 2005

Statistical First Release covering the Summer 2004 results by ethnicity and EAL including value added measures

National Curriculum Assessment, GCSE/GNVQ attainment by pupil characterstics  in England 2002 (Final) and 2003 (Provisional) DfES SFR 04 2004

Covering 2002 and 2003 attainment information by ethnicity and EAL.  Figures also available at LEA level.

O

P

Pupil Progress by Pupil Characterstics 2002

Analysis of the progress made by pupils in each Key Stage leading up to 2002 KS assessments for English, mathematics and science as well as analysis of progress between Key Stage 3 and overall GCSE/GNVQ attainment. Details progression of pupils by gender, eligibility for FSM, ethnicity, SEN and EAL.

Pupils learning English as an additional language DfES, 2006 Ref: 0257-2006DOC-EN

A paper presented in the context of increased interest in the achievement of minority ethnic pupils and the development of a Secondary National Strategy programme focused on maximising the attainment of pupils who speak English as an additional language.

Q

R

Raising the achievement of bilingual learners in primary schools: Evaluation of the pilot/programme NFER 2006 

Full research evaluation of the PNS EAL programme by NFER

Raising the Achievement of Bilingual Learners in Primary Schools - Statistical Analysis DCSF Research Report RR006 2007

Statistical analysis by NFER of the progress of pupils in schools involved in the EAL programme 2004-2006.

Raising achievement of children learning English as an additional language: Self-evaluation to establish priorities

Primary National Strategy November 2005 publication to support schools in establishing priorities

Raising the Attainment of Minority Ethnic Pupils: guidance and resource materials for providers of initial teacher training, Teacher Training Agency, 2000

Raising the attainment of minority ethnic pupils: School and LEA responses, Ofsted 1999

1999 OFSTED publication reviewing the efforts made by schools and LEAs to raise ethnic minority achievement.

Rationale for planning for children learning English as an additional language DfES 2006

2006 DfES guidance for FS to Year 6 with reference to the renewed framework for literacy and mathematics

Removing the Barriers: Raising Achievement Levels for Minority Ethnic Pupils DfES 2000

S

Special Educational Needs and Ethnicity: Issues of Over- and Under-Representation. DfES,2006. (Ref. RB757) Research report investigating the identification of special educational needs across ethnic and language groups

Statistics of Education, EAL pupils in primary and secondary schools 1997-2008

Number and percentage of pupils learning English as an additional language from 1997- 2008

Statistics of Education, EAL pupils in primary and secondary schools by LEA 2004-2006

Number and percentage of pupils with English as an additional language in each local authority in 2004, 2005 and 2006

Statistics of Education, Minority Ethnic pupil support Staff 1997-2006

FTE EAL/EMA 'Minority Ethnic pupil support staff' in maintained schools from 1997-2006

Statistics of Education, EAL and EMA staff in Schools in England 2004

FTE EAL/EMA teachers and bilingual and other support staff in January 2004.

Statistics of Education, Schools in England, 2007 Edition

Number and percentage of pupils by ethnicity and English as a first or additional language in January 2007

Statistics of Education, Schools in England, 2006 Edition

Number and percentage of pupils by ethnicity and English as a first or additional language in January 2006

Statistics of Education, Schools in England 2005 Edition 

Number and percentage of pupils by ethnicity and English as a first or additional language in January 2004.

Statistics of Education, Schools in England 2004 Edition 

Number and percentage of pupils by ethnicity and English as a first or additional language in January 2004.

Statistics of Education, Schools in England 2003 Edition - Interactive maps

Multiverse has produced a number of interactive maps which show pupil and teacher ethnicity around the country by local authority. All require Macromedia Flash Player 7 to be installed

• LEA Primary Pupil Ethnicity - England
  MAINTAINED PRIMARY SCHOOLS: Percentages of pupils by Ethnicity - By Local Education Authority in England: January 2003, England.
• LEA Secondary Pupil Ethnicity - England
  MAINTAINED SECONDARY SCHOOLS: Percentages of pupils by Ethnicity - By Local Education Authority in England: January 2003, England.
• LEA Teacher Ethnicity - England
  TEACHER ETHNICITY - Local Education Authority: January 2003, England.
• Regional Primary Pupil Ethnicity - England
  MAINTAINED PRIMARY SCHOOLS: Percentages of pupils of known Ethnicity: by Government Region in England: January 2003.
• Regional Secondary Pupil Ethnicity - England
  MAINTAINED SECONDARY SCHOOLS: Percentages of pupils of known Ethnicity: by Government Region in England: January 2003.
• Regional Teacher Ethnicity - England
  TEACHER ETHNICITY - Government Office regions: January 2003, England.

Support for minority ethnic achievement: continuing professional development, Ofsted Oct. 2002

Informative OFSTED survey carried out to assess the impact of change from Section 11 Home Office funding to Standards Fund Ethnic Minority Achievement funding.  Contains details of changes in central service teams and loss of EAL expertise

Supporting children learning English as an additional language: Guidance for practitioners in the Early Years Foundation Stage DCSF 2007 00683-2007BKT-EN

Primary National Strategy guidance for children from 0-5 'drawing on existing existing good practice developed by practitioners working with babies, young children and their families'

.

Supporting Pupils Learning EAL, Revised Edition DfES 0239/2002
This NLS guidance (updated in 2002) from the DfES is intended to guide teachers in including EAL pupils within primary schools based on the principles of inclusion.  There are six modules in the pack.

T

Teaching English as an additional Language: A Framework for Policy, QCA 1996

Teachers employed to meet the needs of EAL pupils January 2004

Spreadsheet showing number (headcount) of EAL teachers by type of school and authority from january 2004 PLASC data

Teachers employed to meet the needs of minority ethnic pupils January 2004

Spreadsheet showing number (headcount) of EMA teachers by type of school and authority from January 2004 PLASC data

Teaching units to support guided sessions for writing in English as an additional language
(Primary National Strategy, May 2007) Ref 00068-2007FLR-EN

Pilot materials for guided teaching sessions to support advanced EAL learners in developing writing

U

Unlocking potential: raising ethnic minority attainment at Key Stage 3 (DfES/0579/2002)

Key Stage 3 strategy publication to support the management of EMA through training modules designed to investigate current provision for minority ethnic and EAL learners.

V

W

Writing in EAL at Key Stage 2  (DfES/RR 586/2004)

This research report builds on an earlier, OFSTED funded project by the same author (Cameron 2003)

and looks at the writing of pupils at Key Stage 2 (KS2) EAL pupils who are defined as 'advanced learners'.

Writing in EAL at Key Stage 4 and post-16 Ofsted March 2003 (Ref. HMI 1094)

The Advanced Bilingual Learners’ Writing Project was commissioned as part of an Ofsted study of support for students at Key Stage 4 and post-16 who spoke English as an additional language.

X

Z

NALDIC Responses and Reports