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For families at Alamiyah Montessori and Alamiyah Home Education Centre whose child is learning English alongside another language. It sets out how a child's English is assessed, what support follows, and who coordinates it.
At Alamiyah bilingualism is viewed as a positive and life enriching asset.
Alamiyah seeks to ensure that all children are enabled to have access to a broad, balanced and relevant curriculum. English is best learnt through immersion in an environment and curriculum which is rich in language and culture. EAL children are therefore fully integrated into the room and are encouraged to play a full part in all learning opportunities. The structure of the day, pastoral care and overall ethos help EAL children integrate into the setting whilst valuing diversity.
Identification and assessments are carried out with the purpose of providing the most appropriate provision for each child. In assessing the nature and extent of the child's grasp of English, the following are used.
Information from the registration form and new child questionnaire;
Information from meetings and interviews with parents or guardians;
Information from any initial communication and language assessment carried out in the first session block;
Information from the previous setting.
Assessment is undertaken as a partnership between the teacher, EAL Coordinator, parents or guardians and child.
The EAL Coordinator will ensure that EAL provision encompasses curriculum planning, support for individual children or groups of children within the room in terms of differentiation, support for those responsible for teaching these children, and supplementary provision.
EAL children in the Early Years will be provided with reasonable steps to learn and play using a combination of English and prompts for familiarity using their home language. We will support language development at home through parent partnership and support children in reaching a good standard in English.
Where appropriate, there may be a need to assess understanding in the home language in order to inform an assessment judgement in the early stages of English language learning and with regards to any additional needs.
Teachers have a responsibility for ensuring that children can participate in activities and will have an awareness of good practice in providing for EAL children within the setting.
In some rare circumstances where the additional support at the setting is not sufficient and children require further help and support to enable them to participate in sessions then children may need some tuition provided by their parents to bridge the gap.
The EAL Coordinator is Mrs Nadia Begum.
If anything in this policy raises a question, please get in touch and we will talk it through with you.
Daily time in the garden, going out in all weather, and what your child needs to wear for it.
How an additional need is identified and supported, and where each setting stands on Education, Health and Care Plans.
Staggered starts, the induction window, what a parent is asked to do, and what happens if a child does not settle.
Privacy during changing and toileting, what we ask before a child starts, and how toilet training is supported.