According to the UK Government an EAL pupil is defined as “all pupils who use or have access to more than one language at home or at school – this does not necessarily imply fluency in either language.” This is clearly a very wide definition and as such our school has now adopted the Bell Foundations assessment criteria for further categorizing EAL pupils’ proficiencies:

A – New to English – These pupils will have little to no familiarisation with the English Language. They will be unable to communicate, read or write in English and rely mainly on their first language in order to communicate.

B – Early Acquisition – These pupils will have a small and limited understanding of the English Language, they may be able to use a restricted amount of words to communicate but will be unable to read and write in English sufficiently for academic purposes.

C – Developing Competence – These pupils will be developing their confidence with English, they will be able to hold a reasonable conversation in English, comprehend and follow most instructions and their reading and writing skills in English will be beginning to emerge.

D – Competent – These pupils will be mostly competent in using the English Language for speaking, listening, reading and writing. They will rarely need help and support due to their language barriers.

E – Fluent – These pupils are completely fluent in the English Language and there will be little to no difference in their communication, reading and writing skills to that of a pupil who has English as their first language.

At Fortis Academy we believe that all pupils are entitled to the best opportunities to succeed and we deliver this by offering a rich and diverse curriculum across all Key Stages, we are therefore committed to insure that all EAL pupils receive the very best education possible.  Through a dynamic team of high quality teachers, an experienced pastoral team, a dedicated support team and an effective leadership team; we at Fortis Academy will endeavour to deliver a fully inclusive education to all EAL pupils within our care.

Our EAL team at Fortis Academy are committed to the care and education of all of our EAL pupils, regardless of their proficiency we try to ensure the very best overall care, academic access and opportunities to succeed:

• Mr C Randle – Line Manager (Senior Leadership Team)
• Mrs H O’Sullivan – Director of EAL
• Mrs N Jessat – Assistant Director of EAL (Foundation Academy)
• Miss N. Begum – Assistant Director of EAL (Senior Academy)
• Mr S Deckner – EAL Teaching Assistant (Foundation Academy)
Miss C McCunnie – EAL Teaching Assistant (Senior Academy)

Our Induction Course at Fortis Academy is currently separated into three tiers, this to allow EAL pupils with low proficiency, who need longer in Induction before transitioning into Mainstream the opportunity to acquire as much survival language as possible as well obtain a wider range of academic language before transitioning into mainstream lessons..

*Tier 1 – Pre Induction – this class mainly focuses on the teaching of phonics and is most appropriate for proficiency (A) pupils who have no or limited ability to read and write in their home language.
*Tier 2 – Main Induction – this class aims to provide all EAL learners with a range of subject specific vocabulary and provides students with a foundational understanding of the language and key terminology used by all of our school’s curriculum subjects. This class is most appropriate for proficiency (A) pupils who are completely fluent at reading and writing in their Home Language and proficiency (B) pupils who are at the early stages of their language acquisition.
*Tier 3 – Mainstream Lessons – Once a student is Developing Competence ( C ) in English then they will be transitioned into mainstream and be given a range of extra support from the team if needed.
The learning of English is a journey and can take many years to perfect, however, our EAL Department will be there to support EAL learners every step of the way.

At Great Barr Academy we recognise that all staff have a responsibility to ensure the learning and progress of our EAL pupils and we also recognise that the best way of supporting any pupil with a language barrier is with high quality teaching which is why we endeavour to provide the following:

*A range of teaching strategies, resources and techniques will be used to aid all EAL pupils in their academic progress.

*EAL pupils will be identified at the earliest opportunity to allow for effective planning and teaching.

*EAL pupils will be assessed regularly (in line with school policy) to show the progress of these pupils – when progress is deemed to be “expected” or above pupils will be rewarded for their efforts.  Where progress is deemed to be “less than expected” you as a parent will be notified and a meeting may be arranged to discuss your child’s progress and how all parties can best work together to support and improve the academic progress being made.

*All subject areas are fully committed in identifying age and ability appropriate learning material and resources that will assist students who have language barriers, using approaches and levels to access the curriculum in a meaningful and engaging way.

The school regularly audits and reviews its resources to ensure students’ needs are being met using the most efficient and effective methods.  The Head of EAL liaises closely with support services to ensure students with specific learning barriers, are benefiting from equipment available.  Staff training and guidance is given around specific aids individuals may require.  We have a core team of EAL staff who are passionate and trained in the supporting of pupils with language barriers.  As a team we are dedicated to the academic progress and overall well-being of EAL pupils at Great Barr Academy.

Click here to view the Flash Academy Parent Pack to support your childs learning.

Click here to view Project 1 – Staying Healthy.

Click here to view Project 2 – All About EAL

Click here to view The World Around Us Booklet.