Latest attainment data shows EAL and bilingual pupils still at a disadvantage
The latest attainment data for bilingual pupils show an enduring difference in attainment between them and their English speaking peers. Whilst analysis shows that differences between the attainment of bilingual learners and mother tongue English speaking pupils have narrowed over time, the statistics also show very wide regional variations. Differences are largest in the Early Years Foundation Stage and narrow significantly by the end of Key Stage 4. Overall differences are smallest in inner and outer London.
Results from the 2011 attainment statistics show that:
- 52 per cent of EAL and bilingual children achieved a good level of development in the EYFS compared to 60 per cent of children whose first language is English
- a lower percentage of EAL and bilingual pupils achieved the expected level in reading, writing, mathematics and science at Key Stage 1 compared to pupils whose first language is English. The average difference was 4 percentage points except for science where the gap was 8 percentage points
- 70 per cent of EAL and bilingual pupils achieved the expected level in both English and mathematics at the end of Key Stage 2 compared to 75 per cent of pupils whose first language is English
- Attainment at GCSE by pupil characteristics for 2011 is not yet available
The latest tables for EAL and bilingual pupils including drop down menus can be accessed to the right.
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This paper confirms that there is a strong relationship between stage of fluency in English and educational attainment. The results suggests that the percentage of pupils attaining level 4 or above at KS2 and 5+A*-C at GCSE increased as stage of proficiency in English increased. Pupils in the early stages of fluency performed at low levels, while EAL pupils who were fully fluent in English far outstripped those of pupils for whom English was their only language.
