Schools need to assess the English language skills of their English as an Additional Language (EAL) learners in order to:
- Ensure that language development is planned and purposeful
- NB. Schools must no longer assess and report the level of proficiency in English of EAL for the purpose of the School Census
- However schools can continue to assess and collect this data for educational purposes. It continues to be good practice to use the available assessment tools to track the language proficiency levels or EAL learners to inform their provision
As part of the assessment process schools also need to gather information about pupils’ background and previous experiences in order to gain a full understanding of their skills, strengths and vulnerabilities.
The LST EAL team can work with schools to:
- Explore a range of assessment tools such as the Babcock EAL Assessment Framework, the Bell Foundation Assessment Framework and the Nassea Assessment Framework.
- Develop their skills in identifying language targets so that progress can be tracked and language acquisition can be embedded in curriculum delivery.
- Develop systems for gathering background information (see sample template) and making good use of it to inform provision
Whilst there are good educational reasons for collecting this information please ensure that you remain GDPR compliant.