To create a truly inclusive learning environment, teachers must provide for pupils with EAL, learning and sensory difficulties. Use the resources below to ensure bespoke provision for all pupils in the mainstream classroom.
Natalie Packer highlights some of the key considerations for SENCOs and other school leaders to ensure their approach to assessment is a fully inclusive one
English as an additional language is a knowledge gap for many mainstream teachers. Share good EAL practice across your school with these strategies, links and resources
An English as an additional language policy can be a powerful tool for school improvement, but can be difficult to create and implement. Join us for guidance on EAL policy best practice
The legacy proficiency in English codes are still a valuable tool for classroom teachers, even if the information is no longer collected by the DfE. Diane Leedham explains what they mean, how to use them and where to access further resources
When supporting pupils with English as an additional language we often neglect fluency in their home language. Diane Leedham explains the why and how of using first language with EAL pupils
Learning English as an additional language isn't a special need but a percentage of EAL learners will be both EAL and SEND. Effective diagnosis can be a challenge, particularly in the early stages of English proficiency. Dr Anne Margaret Smith gives guidance
