DORMERS WELLS HIGH SCHOOLDORMERS WELLS HIGH SCHOOLMATHS & COMPUTING SPECIALIST COLLEGEMATHS & COMPUTING SPECIALIST COLLEGE

and Leading Edge Schooland Leading Edge School

Language development to enhance performanceLanguage development to enhance performance

““““New arrivals to the school are carefully inducted and the support given for those who are learning English is excellent. ””(Ofsted June 2008)(Ofsted June 2008)

School ContextSchool Context

11-19 school with 980 students. 11-19 school with 980 students. 48% of our students are on the SEN register, 48% of our students are on the SEN register, 68% speak English as a second language.68% speak English as a second language.35% receive Free School Meals. 35% receive Free School Meals. The school is situated in one of the top 10 The school is situated in one of the top 10

areas for multiple deprivation in England. areas for multiple deprivation in England. BSF school, wave 5.BSF school, wave 5.Sixth Form opened September 2009.Sixth Form opened September 2009.

Over 40 newly arrived students join Over 40 newly arrived students join the school every year with EAL needs. the school every year with EAL needs.

UsuallyUsually Little or no English on arrivalLittle or no English on arrival Low levels of literacy in home language, little or no Low levels of literacy in home language, little or no

experience in writing anything downexperience in writing anything downOftenOften No previous schoolingNo previous schoolingSometimesSometimes High level of numeracy or literacy in another High level of numeracy or literacy in another

language (Scripting left to right v right to left)language (Scripting left to right v right to left)• Conceptual understanding on a par with very able Conceptual understanding on a par with very able

studentsstudents

•Language issues not a barrier to Language issues not a barrier to learninglearning•Home Languages accredited Home Languages accredited •Parental engagement essentialParental engagement essential•Celebration of cultural diversityCelebration of cultural diversity

Every Language mattersEvery Language matters A range of languages is spoken in most curriculum areasA range of languages is spoken in most curriculum areas Focus on raising achievement in home language impacts positively on Focus on raising achievement in home language impacts positively on

performance in other curriculum areasperformance in other curriculum areas Extra curricular lessons in Arabic, Latin, Panjabi and Urdu. Somali clubExtra curricular lessons in Arabic, Latin, Panjabi and Urdu. Somali club Priority on developing the communicative skills of our students:Priority on developing the communicative skills of our students: Year 7 and Year 8 students do the Lingua Badge Award (in house Year 7 and Year 8 students do the Lingua Badge Award (in house

certification and badge)certification and badge) All students in Year 9 do a level 1 qualification in French (FCSE), Asset All students in Year 9 do a level 1 qualification in French (FCSE), Asset

level 1 also being trialledlevel 1 also being trialled At KS4 students can opt for an Applied French with business GCSEAt KS4 students can opt for an Applied French with business GCSE All KS4 MFL students are prepared for the British Airways Flag AwardAll KS4 MFL students are prepared for the British Airways Flag Award There were 124 entries (Year group 180) for Level 2 languages in year There were 124 entries (Year group 180) for Level 2 languages in year

11 this year. Languages included: French, Somali, Tamil, Spanish, 11 this year. Languages included: French, Somali, Tamil, Spanish, Urdu, Hindi, Gujarati, Polish, Arabic, German, Portuguese, Persian, and Urdu, Hindi, Gujarati, Polish, Arabic, German, Portuguese, Persian, and Bengali. Bengali.

To facilitate the testing of Asset Languages, students are being To facilitate the testing of Asset Languages, students are being trained as examiners. trained as examiners.

Somali parents will be taking Asset Language exam next yearSomali parents will be taking Asset Language exam next year

Languages and Culture are Languages and Culture are taken outside the classroomtaken outside the classroom

Business Links - Workshops at British AirwaysBusiness Links - Workshops at British Airways Language immersion days, including cookery and music Language immersion days, including cookery and music

workshops. Visiting theatre groupsworkshops. Visiting theatre groups Close links with universities, particularly SOAS – work shops Close links with universities, particularly SOAS – work shops

and summer schoolsand summer schools Cross curricular links – Active languages project P.E. and Cross curricular links – Active languages project P.E. and

French – London Metropolitan UniversityFrench – London Metropolitan University Tree Buddies project with Green Corridors, Horticulture, Art, Tree Buddies project with Green Corridors, Horticulture, Art,

EALEAL Achievability for all – work with Westminster University on Achievability for all – work with Westminster University on

Language acquisition for students with learning difficultiesLanguage acquisition for students with learning difficulties Co-construction of learning project with Creative Co-construction of learning project with Creative

PartnershipsPartnerships

Languages an asset not a a Languages an asset not a a barrierbarrier Clear language focus - pre-teach rather than simplifyClear language focus - pre-teach rather than simplify

Careful audit of language skills (home language Careful audit of language skills (home language assessment)assessment)

Language free Maths testLanguage free Maths test Staff training on EAL focused teaching : questioning, Staff training on EAL focused teaching : questioning,

exemplifying, illustrating and modelling. exemplifying, illustrating and modelling. Every teacher an EAL teacher - school literacy focusEvery teacher an EAL teacher - school literacy focus EAL offered as an option at KS4 and KS5 for both EAL offered as an option at KS4 and KS5 for both

early and advanced bilingual learners.early and advanced bilingual learners. Induction programme and tracking for new arrivals Induction programme and tracking for new arrivals

ensures they are on track quickly.ensures they are on track quickly. Personalised timetabling, including doubling in some Personalised timetabling, including doubling in some

areas, all negotiated with students.areas, all negotiated with students.

““In class, the learning of those at an early stage of learning English and those who have difficulties with their learning is extremely well supported by teachers and teaching assistants who play an active role in the planning and delivery of teaching...”” (Ofsted June 2008)(Ofsted June 2008)

What pupils say helpsWhat pupils say helps Pupils motivation to Pupils motivation to

learn and desire to learn and desire to achieveachieve

School’s stance on School’s stance on celebrating cultural celebrating cultural diversitydiversity

Writing frameworks to Writing frameworks to help present workhelp present work

Visual aidsVisual aids Other pupils using home Other pupils using home

language to aid language to aid understandingunderstanding

Dictionaries in home Dictionaries in home languages & Englishlanguages & English

Marking that gives Marking that gives guidanceguidance

Models of what is Models of what is expectedexpected

Extra support from EMAExtra support from EMA Induction and buddy Induction and buddy

systemsystem Target groupsTarget groups

In addition to teaching those at an early stage of learning English, the school identifies high achievers who are held back because, whilst good, their English is not good enough to pick up nuances, and ensures that they too are helped..”” (Ofsted June (Ofsted June 2008)2008)

New Technologies enhance New Technologies enhance teachingteaching

Video conferencingVideo conferencing Pod castingPod casting Sound field systemsSound field systems VisualisersVisualisers

Key areas for advanced bi-Key areas for advanced bi-lingual learnerslingual learners

Language register: Colloquial v formal languageLanguage register: Colloquial v formal language Idioms: Idioms: She needs to pull up her socksShe needs to pull up her socks Collocations: e.g. Collocations: e.g. high probability, crystal clear, user friendlyhigh probability, crystal clear, user friendly Comparisons: Comparisons: bright – brighter bright – brighter v v intelligent – more intelligentintelligent – more intelligent Passive: use of passive will enable the writer to speak in the Passive: use of passive will enable the writer to speak in the

abstract abstract The water was boiledThe water was boiled Modal verbs: Modal verbs: you must you must v v would youwould you Nominalisation: Using nouns in the place of verbs can make Nominalisation: Using nouns in the place of verbs can make

communication more formal: communication more formal: Crime was increasing rapidly Crime was increasing rapidly and the police were becoming concerned and the police were becoming concerned V V The rapid The rapid increase in crime was causing concern among the police. increase in crime was causing concern among the police.

Pronouns: incorrect use leads to ambiguity and repetition of Pronouns: incorrect use leads to ambiguity and repetition of noun inhibits fluencynoun inhibits fluency

Top Tips to ensure EAL students achieveTop Tips to ensure EAL students achieve1.1. Disseminate information on new arrivals as soon as possibleDisseminate information on new arrivals as soon as possible2.2. Allow them to settle in before assessing themAllow them to settle in before assessing them3.3. Ensure all teachers see EAL teaching as their responsibility (awareness of Ensure all teachers see EAL teaching as their responsibility (awareness of

processing times when questioning etc.) processing times when questioning etc.) 4.4. Ensure everyone is aware that low language performance does not equate to Ensure everyone is aware that low language performance does not equate to

low cognitive ability – regular training updateslow cognitive ability – regular training updates5.5. Give them a sense of ownership and belonging, the ‘buddied’ student Give them a sense of ownership and belonging, the ‘buddied’ student

becomes the buddy . becomes the buddy . 6.6. Celebrate cultural diversityCelebrate cultural diversity7.7. Act promptly where there is a differential between verbal and non verbal Act promptly where there is a differential between verbal and non verbal

CATS score (average can be misleading)CATS score (average can be misleading)8.8. Engage parents: Coffee morning and offer of accreditation in Home LanguageEngage parents: Coffee morning and offer of accreditation in Home Language9.9. Ensure that teachers use lots of visuals , examples and modellingEnsure that teachers use lots of visuals , examples and modelling10.10. Creative timetabling; Reduce the number of GCSE options and double in some Creative timetabling; Reduce the number of GCSE options and double in some

subjects, Arrange for an advanced bi-lingual student to do early GCSE and subjects, Arrange for an advanced bi-lingual student to do early GCSE and then attach to a language rich KS4 class for lessonsthen attach to a language rich KS4 class for lessons

11.11. If withdrawal arrangements are made ensure that reintegration is well If withdrawal arrangements are made ensure that reintegration is well organisedorganised

12.12. Vary the delivery to suit the needs of the learners, some year groups will have Vary the delivery to suit the needs of the learners, some year groups will have withdrawal EAL groups in Key Stage 3withdrawal EAL groups in Key Stage 3

13.13. When changing the timetable or arranging additional classes ensure that the When changing the timetable or arranging additional classes ensure that the student is involved from the outset student is involved from the outset

Want to know more?Want to know more?

Grace DawsonGrace DawsonDormers Wells High SchoolDormers Wells High Schoolgdawson@dormers-wells.ealing.sch.ukgdawson@dormers-wells.ealing.sch.uk

www.dormers-wells.ealing.sch.ukwww.dormers-wells.ealing.sch.uk

Tel. 0208 813 8671Tel. 0208 813 8671