It is a cold October morning and I am greeted by a pastoral manager and two siblings who have recently arrived in the UK from Ghana. It is their first official day at our school.
I greet them with “ɛte sɛn”, which means “how are you” in their language Twi. Their faces beamed and replied with “ɛyɛ” (meaning fine).
It took me back to when I arrived in the UK in primary school surrounded by the newness of everything. From the little things like new food and smells to the big things like seeing snow for the first time.
In the case of these siblings they could speak English, so they were able to adapt quickly. But as we know, this can be difficult when students do not speak English, arriving as refugees from war-torn countries.
As a school leader and recent lead for English as an additional language (EAL), I would like to share a few tips that have helped me on this journey so far to create an environment where children who are refugees or arriving from another country feel welcomed and comfortable.
Creating the vision
You will need to create a vision of what the EAL provision should look like. It felt like I was drawing a map and the directions became clearer and clearer. A few questions that you may ask yourself if you have taken on the role of EAL lead include:
- What does the vision for outstanding EAL provision look like in our context?
- Where are we now?
- What systems are already in place?
- What do we need to make them better?
- Who will I need to work with?
The last question is very important because it should be a whole-school approach with key individuals involved.
Additionally, this is a great stage to look at sources of support from organisations like the Bell Foundation, Refugee Education UK, the Education Endowment Foundation, and others. Indeed, the experts from the Bell Foundation write regular articles for SecEd, and you can find the archive here.
Creating an environment where children from diverse linguistic and cultural backgrounds feel welcomed requires strategic planning and a commitment to inclusivity. As I took on the role, I chose to focus on the following areas.
Admissions
This is first the stage of contact with the school and a great opportunity to demonstrate cultural sensitivity.
Providing an admission form that is clear and comprehensive and offering support to families (if needed) by recognising that there may be a language barrier is key. We have a list of staff and the languages they speak or understand (I also have a “buddy board” listing the languages spoken by our students) and utilise their support when communicating and meeting with families.
We work closely with the school admin team to regularly update the EAL register, and we collaborate proactively with the school transition lead to share data on potential EAL applicants from local primary schools.
We also ensure that initial assessments and induction are completed ahead of the official school start date so that EAL students have the opportunity to meet the EAL team, head of year or pastoral manager for their year, form tutor, and their buddy (who where possible speaks their language). They also get to tour the school. In the case of our refugee students, this gives us the opportunity to get their uniform and equipment ready too.
This proactive approach means that pre-translated materials can be provided and ensures that students and families feel ready to start and that the school is prepared to accommodate the new students.
School culture
Ensuring an inclusive school culture begins with simple things, such as the school office displaying information translated into different languages. This small yet impactful gesture shows a commitment to fostering an environment where diversity is celebrated.
Celebrating language days, assemblies and events is also an important part of embedding a sense of community and belonging.
Another small gesture with a big impact is deploying a plug-in on the school website that allows families to access information in their home language. This fosters inclusivity and empowers parents.
Showcase the richness of different languages and cultures through displays within the school. These can include students' work, cultural artefacts, and information about various countries.
We put posters up of the languages our teachers spoke and understood. Students stood in groups with beaming smiles pointing at all the different languages that they had no idea their teachers could speak or understand.
All this means that as EAL students take a tour of the school they can see that language and diversity is celebrated.
Having a system of buddies in the school, including those who can speak their language – and with whom they can raise their concerns too – is helpful (and incidentally aligns with the UNESCO Sustainable Development Goals). This approach creates a supportive network, easing the integration of EAL students and enhancing their overall classroom experience.
I also believe that EAL students should be introduced to extra-curricular activities quickly in order to support their holistic development while helping them to build friendships and confidence.
It goes without saying, but zero-tolerance to bullying and any form of prejudice is vital and hypervigilance when it comes to safeguarding is crucial. This is even more important as some refugee children will be suffering from post-traumatic stress disorder (PTSD) and other mental health issues.
Inclusive classrooms
In the classroom, an inclusive environment is seen in the resources and materials used, the daily interactions and teaching practices.
Quality teaching is key for all students of course. The pedagogical framework used by our school allows students to know what is happening at each stage of the lesson with specific icons being used.
As an EAL lead, I also work to share resources and equip staff with strategies to engage, motivate, and accelerate progress for EAL students.
EAL students being placed in high set bands reflects a belief in their academic capabilities. This proactive approach challenges students to achieve their best, setting high expectations for their academic growth.
Encourage high-quality teaching practices with a focus on adaptability. For example, methods such as Coral Responses (I say, you say) facilitate language development and comprehension.
At key stage 4, inclusive exam practices can include arrangements for students to sit exams in their first language at GCSE. Many schools have also been able to introduce functional skills. The key is allowing every student an equal opportunity to showcase their abilities.
In particular, we have used Lexia, great for intervention sessions and monitoring student progress in English, and IDL Maths, which supports students with basic maths skills.
Targeted interventions and additional support
Regularly analysing school data such as reading ages and termly progress provides EAL leads with an indication of where interventions may be needed.
Platforms such as Lexia can be used to support students at school and set as a task to do at home. Their progress can be monitored, and feedback provided on progress and areas of improvement.
Don't forget careers meetings to discuss their aspirations – an invitation could also be extended to their family. This collaborative approach ensures a holistic understanding of the student's aspirations and strengths.
- Beatrice Twumasi is an assistant headteacher at Hylands School in Chelmsford, part of The Kemnal Academies Trust, with responsibility for Pupil Premium and EAL. She also is the regional lead for the TKAT A Champion for Every Child tutoring programme.
Further information & resources
- The Bell Foundation: bell-foundation.org.uk
- Refugee Education UK: https://training.reuk.org/#upcoming-training