English as an Additional Language
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:
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.
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.
The English as an Additional Language teaching staff provide advice and support on resources and strategies to all curriculum areas.
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.
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.
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 Bell Foundation Proficiency grades and English National Curriculum Levels. Students’ progress is also monitored in collaboration with mainstream colleagues across the curriculum.
English as an Additional Language staff attend Parents’ Evenings in order to inform parents of their child’s progress in English Language Proficiency.
Ms A Gohil
Head of Department
Mrs G Daviduca-Motfolea
Parent Advisor and
Mrs R Xasan
Parent Advisor and
|Arabic / Somalian