English as an Additional Language (EAL) Policy

LoveSpring Nursery School - Celebrating Linguistic Diversity

Policy Statement

LoveSpring Nursery School values linguistic diversity as a positive asset and rich resource for our school community. We acknowledge that language and culture are integral parts of a person's identity and we actively celebrate and encourage the additional languages spoken by our pupils.

We aim to enable all children to develop their love of learning, academic potential, and individual talents in a caring community that fosters sensitivity, confidence, and enthusiasm for life. While we celebrate multilingualism, we recognize that learning and communication within our society depends on developing competence in English.

1. Policy Definition and Scope

1.1 What is EAL?

English as an Additional Language (EAL) includes both English as a second language and English as a foreign language. This encompasses:

Category	Description	Examples at LoveSpring
Short-term Residents	Children spending limited time in Britain	Children of visiting academics, temporary residents
Permanent Residents	Children who have settled here permanently	Children from immigrant families, international adoptees
Bilingual Learners	Children speaking other languages at home	Children maintaining heritage languages alongside English

1.2 Policy Aims

Identify pupils with EAL requirements through systematic assessment
Provide appropriate support enabling access to broad, balanced education
Promote self-esteem to enhance academic potential and independent learning
Acknowledge and involve parents in supporting their children's education
Monitor progress through careful target setting and regular evaluation
Ensure equal treatment and prevent discrimination

2. Admissions and EAL Support

2.1 Admission Criteria

Support Level	Availability	Requirements
Limited Support	Available to all EAL pupils	Basic English understanding, ability to access curriculum with support
Specialist Teaching	Available based on assessment	Identified need for targeted language development
Intensive Tuition	Not available	Requires external specialist provision

2.2 Admission Limitations

LoveSpring Nursery School reserves the right not to admit pupils whose needs we cannot meet after reasonable adjustments have been considered. We advise parents of children with EAL requirements to discuss their child's needs during the application process.

The Head Teacher's decision regarding admissions is final in all cases, based on our capacity to provide appropriate support.

3. EAL Proficiency Framework

3.1 5-Point Proficiency Scale

Stage	Proficiency Level	Characteristics	Support Required
A	New to English	May use first language, minimal English understanding, possible silent period	Considerable EAL support
B	Early Acquisition	Basic social communication, needs visual support, developing literacy	Significant EAL support
C	Developing Competence	Increasing independence, oral expression with inaccuracies, ongoing literacy needs	Ongoing EAL support
D	Competent	Good oral English, wide reading comprehension, occasional writing errors	Some/occasional support
E	Fluent	Operates at level equivalent to first language English speakers	No EAL support needed

4. Support Strategies and Implementation

4.1 Age-Specific Support Focus

Age Group	Primary Focus	Key Strategies
Nursery (2-4 years)	Basic communication and social integration	Visual supports, play-based learning, vocabulary building
Reception (4-5 years)	Curriculum access and language development	Structured language activities, phonics support, peer interaction
Transition Years	Preparation for next educational stage	Academic language development, assessment preparation

4.2 Whole-School Approach

All teaching staff are expected to support EAL learners in their classrooms through:

Differentiated teaching strategies and resources
Visual supports and real objects to aid understanding
Pre-teaching key vocabulary before lessons
Providing bilingual dictionaries and word banks
Using peer support and collaborative learning
Regular staff training on EAL best practices

5. Cultural and Linguistic Celebration

5.1 Celebrating Diversity

Approach	Implementation	Impact
Multilingual Displays	Welcome signs, labels, children's work in multiple languages	Validates home languages, creates inclusive environment
Cultural Celebrations	International events, festivals, food tasting activities	Builds cultural awareness and mutual respect
Language Opportunities	Mother tongue use in appropriate activities, technology integration	Maintains heritage language skills, supports identity

5.2 Home Language Support

We actively encourage parents of EAL pupils to:

Continue speaking their additional language/s at home
Encourage reading in the language they are most fluent in
Share stories, songs, and cultural traditions with their children
Participate in school events that celebrate linguistic diversity

Research shows that strong first language skills support English acquisition and cognitive development.

6. Assessment and Monitoring

6.1 Progress Tracking

Assessment Method	Frequency	Purpose
Bell Framework Assessment	Twice yearly	Formal proficiency level tracking and progress monitoring
Teacher Observations	Continuous	Daily progress monitoring and support adjustment
Phonics Assessment	Termly	Reading and sound recognition development
Comprehension Checks	Ongoing	Understanding of instructions and curriculum content

6.2 Support Interventions

Based on assessment results, children may receive:

Individual or small group phonics sessions
Comprehension and vocabulary development activities
Pre-teaching of curriculum vocabulary
Speaking and listening focus groups
Additional reading support with language-focused texts

7. Staff Development and Resources

7.1 Professional Development

Training Type	Participants	Focus Areas
EAL Induction	New staff members	School procedures, assessment frameworks, support strategies
Termly Updates	All teaching staff	Latest research, strategy sharing, case studies
Specialist Training	EAL Coordinator and SEN team	Advanced assessment, intervention planning, resource development

7.2 Resource Provision

Support Materials Available

Visual timetables and communication boards
Bilingual dictionaries and vocabulary cards
Language learning apps and software
Dual language books and stories
Real objects and props for vocabulary building
Multicultural resources reflecting diverse backgrounds

Contact Information

EAL Coordinator: [Coordinator's Name]

SENCO: [SENCO's Name]

Nursery Manager: [Manager's Name]

LoveSpring Nursery School: Coventry, CV1 5HA

Telephone: +44 (0)24 1234 5678

Email: eal@lovespringnursery.co.uk

Date of Policy: [Current Date]

Last Reviewed: [Current Date]

Next Review Due: [One year from current date]

Signed: _________________________

Position: Nursery Manager/Owner, LoveSpring Nursery School