All pupils need to feel safe, accepted and valued in order to learn.  For pupils who are learning English as an additional language (EAL), this includes recognising and valuing their home language and background. We are aware that bilingualism is a strength and that pupils with EAL have a valuable contribution to make. We take a holistic approach to supporting and nurturing our EAL pupils.  We ensure that we meet the full range of needs of children learning English as an additional language (EAL) through planning, organisation, teaching and assessment procedures and through the use of targeted resources and strategies. 

A number of our children have particular learning and assessment requirements, which are linked to their progress in learning English as an additional language. Children with EAL have skills and knowledge about language similar to monolingual English-speaking children. We are conscious that their ability to participate in the full curriculum may be in advance of their communicative skills in English and that full access to good quality first teaching across the curriculum is key.