English as an Additional Language

Eal text

English as an Additional Language (EAL)

Hatch End High School is a larger than average secondary school, with nearly two thirds of students whose first language is declared as not to be English. A significant number are currently classed as having Early Language Needs (over 80% of students in total are from minority ethnic groups).  A large proportion of students require support, especially those who arrive with a very limited knowledge of English and those who are new to literacy as well. Gujarati and Somali are the most spoken languages, after English, in the school.

The school has been awarded the Specialist Schools and Academies Trust Cultural Diversity Quality Standard at Gold Level in the Autumn Term of 2011. It was highly recommended for its inclusive approach in all work, activities and opportunities.

The English as an Additional Language Department ethos supports, implicitly, the principles of Inclusion and Bilingualism where all students from a wide range of social, ethnic and cultural backgrounds, have the right to access the curriculum and participate in all aspects of school life. We recognise that many of our students are Trilingual and we celebrate this diversity. This is fundamental in ensuring all English as an Additional Language students make the same good progress as others. All languages and cultures are valued equally. Our team works hard to inspire and challenge students of all abilities to achieve their full potential academically and to develop a strong sense of belonging to the school community.

With this in mind and with many English as an Additional Language students at an early stage of learning, the English as an Additional Language Department plays a vital role in offering a variety of support for students who speak other languages.

Support falls into the following categories:

Induction Day

English as an Additional Language students are given an initial assessment of their level of English fluency which then informs the type of support they would be given.

In class support

Identified students are supported in their mainstream classes with the subject teacher. This necessary support addresses the Basic Cognitive Academic Language needs of English as an Additional Language students.

Beginner Provision

Students who are new to English attend a language course taught by a specialist teacher twice a week. This course is designed to develop basic grammar, vocabulary and writing skills. The focus is on improving students’ ability to access their mainstream classes.

Curriculum support

The English as an Additional Language teaching staff provide advice and support on resources and strategies to all curriculum areas.

Collaborative teaching

This involves both the English as an Additional Language teacher and the identified subject teachers planning together to meet the needs of all the students in the class.

Language Development Option

This is a timetabled option for Year 10 students who have recently arrived in the country and are at a beginner and intermediate level of English fluency. Within these lessons, work from other curriculum subjects is supported. Grammar and language is also taught with an emphasis improving writing skills.

Exam arrangements/entitlements

In public exams, students may be entitled to extra time, be supported by a reader or a scribe or have access to a bilingual dictionary.

Students, depending on their level of English Language proficiency, will also have the opportunity of gaining an internationally recognised English for Speakers of Other Languages (ESOL) Qualification such as EDI JETSET ESOL exam or the Cambridge ESOL Exams. With either qualification, students are able to progress to higher levels in certain Sixth Form Colleges that offer an ESOL Exam.

Parent support and developing community links

The school's work to establish links between different groups in the community is outstanding. It is based on a thorough knowledge and understanding of its own community and learners' needs and on feedback gained from attendance at a wide range of community meetings. Information is regularly translated into other languages in order to make school systems and functions more accessible to parents.

The school runs several English classes for parents. From beginners to advanced. These classes run from 9:45 to 11:30 each day. We also host a council funded functional English course.

We value, equally, involvement from parents in order to raise attainment of English as an Additional Language students. We strive to make parents feel part of the school community.

Monitoring and Evaluation of English as an Additional Language student progress

In order to ensure that progress is being made, targeted English as an Additional Language students are regularly assessed and targets are set in accordance with a ‘Language in Common’ assessment criteria and English National Curriculum Levels. Students’ progress is also monitored in collaboration with mainstream colleagues across the curriculum.

Parents' Evenings

English as an Additional Language staff attend Parents’ Evenings in order to inform parents of their child’s progress in English Language Proficiency.

Staff Contacts

Staff Name



Email Address

Ms A Gohil

Head of Department



Mrs G Daviduca-Motfolea

Parent Advisor and
EAL Teaching Assistant



Mrs R Xasan

Parent Advisor and
Maths Teaching Assistant in the EAL

Arabic / Somalian


Mrs T Salim Afghan Parent Advisor Farsi salim@hatchend.harrow.sch.uk

Mrs C Lewis

EAL Teacher



Latest News

Posted on: 4/02/2019

The Hidden World of the Atom

Last November, A Level Physics students from Hatch End High went to a lecture at the University College London. There, Dr. Robert Palgrave delivered a mesmerizing lecture on the Hidden World of Atoms. Dr Palgrave started the lecture by introducing the great Michael Faraday’s example of a burning candle flame to explain modern chemistry. That seemingly modest reaction is summarized here: CnH(2n+2) (s) + {(3n+1)/2}O2 (g) → n CO2 (g) + (n+1)H2O (g) Many of the students in the auditorium that evening were wondering, how do we know that atoms are structured and behave in the way we see them in textbooks? The lecture took us on a history tour starting as early as antiquity. Democritus, the ancient Greek philosopher, considered the fundamental question on the nature of matter. He imagined a very large block of gold, which he cut it into half repeatedly. The question he posed was: “Is there ever a point where the block of gold can’t be cut any further?”. The people who thought the block could not be divided were called atomists and thus, they called the smallest unit of matter “the atom” (Greek: a + tomos = not cut). On the other hand, those who disagreed with Democritus could not accept the fact that there were gaps between atoms, which contained nothing. Dr Palgrave then steered us into the 1880s, an era of rampant discovery in chemistry. Joseph Priestly discovered oxygen and nitrous oxide (commonly known as laughing gas). His contemporary and equal, Henry Cavendish would discover hydrogen in this period, calling it “inflammable air”. Astutely, Cavendish realized that no matter the amount of product made, the reactants always reacted in a certain proportion with each other. John Dalton (shown) lay down the foundations for modern atomic theory – his postulates said the states of matter (solids, liquids, and gases) are composed of discrete, indivisible units called atoms. Elements (like Cavendish’s hydrogen) are composed of atoms of the same mass and properties, and chemical reactions simply are the rearrangement of these atoms. Dr Palgrave then entertained us with the story of August Kekule, a German organic chemist, who was the first person to solve the structure of benzene - a problem which had been troubling chemists for decades. The legend goes that whilst Kekule was asleep in front of the fire, he had a dream of a snake devouring its own tail. Upon waking, Kekule had the idea of the circular structure of benzene (shown). As Dr Pelgrave brought his lecture to a close, he arrived at his conclusion. The truth about the hidden world of atoms becomes clear: the accuracy and usefulness of scientific models of atoms have improved over time. Science is the relentless and rigourous pursuit of better and better models to explain the natural world. Written by Monishka Sinha(6HME).
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