New Arrivals Excellence Programme Guide
Transcript of New Arrivals Excellence Programme Guide
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New Arrivals
Excellence Programme
Management guide
Curriculum
and Standards
Guidance
Strategy managers,
Ethnic Minority
Achievement
managers and
consultants,
headteachers,
teachers and
teaching assistants
in primary, middle
and secondary
schools
Status: Recommended
Date of issue: 03-2008
Ref: 00041-2008DWO-EN
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How to use this guide
This guide is intended to support senior leaders in the welcome, induction and inclusion o
newly-arrived pupils learning English as an additional language (EAL) through rigorous sel-
evaluation and targeted action. It is closely aligned to other aspects o school improvement.
The major areas o ocus or the guidance are:
leadership and management;
developing teaching and learning;
engagement, support and intervention.
This guide should thereore be used in conjunction with other key guidance documents such as:
New Arrivals Excellence Programme: Guidance (Re: 00650-2007BKT-EN)
New Arrivals Excellence Programme: A resource to support the development of induction
procedures for new arrivals (Re: 00426-2007DVD-EN)
Unlocking potential: Raising ethnic minority attainment at Key Stage 3 (Re: 0579-2002)
A language in common the assessment of English as an additional language
(QCA/00/584)
Assessing pupils progress in English at Key Stage 3 (Re: 1789-2005 CDO-EN)
Excellence and Enjoyment: Learning and teaching for bilingual children in the primary years
(Re: 0013-2006DCL-EN)
Tracking for success (Re: 1545-2005FLR-EN)
Tackling underperformance: a guide for school leaders (Re: 0758-2004 G).
Beore using the guidance, senior leaders will need to:
complete the accompanying school sel-evaluation grid in Section D;
identiy priorities and develop an action plan;
agree a time line or tackling the priorities.
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Contents
This guidance is divided into the ollowing our sections:
Section A: Leadership and management page 5
Planning or new arrivals (roles and responsibilities)
Section B: Teaching and learning page 9
Ongoing support (developing classroom practice, trackingand monitoring progress)
Section C: Engagement, support and intervention page 12
Section D: School self-evaluation tool page 14
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The three Waves: A commonapproach to interventionsupport
The National Strategies advocate a systematic approach to teaching based on three waves o
tailored support. Schools will need to use a waves approach to plan, design and tailor eective
and appropriate provision. This guidance is aimed primarily at the development o Wave 1 and
Wave 2 intervention support while recognising the potential need or initial, time-limited Wave 3
support or new arrivals. The three Waves are outlined below.
Wave 1 Tailored teaching in classesWave 1 teaching is high-quality, inclusive teaching supported by eective whole-school policies and
rameworks, clearly targeted at all pupils needs and prior learning. This must be based on planningand schemes o work designed to move all pupils rom where they are to where they need to be.
Where large numbers o pupils share the same learning needs, the best solution is to adjust the
planning to cater or them. It means setting a new trajectory or the learning programme to take
pupils to where they need to be in terms o age-related expectations. Eective Wave 1 teaching
anticipates the needs o pupils based on good use o yearly transition data and inormation.
Wave 2 Wave 1 plus additional, time-limited,tailored intervention support programmesWave 2 teaching is designed to increase rates o progress and secure learning or groups o
pupils that puts them back on course to meet or exceed national expectations. This usuallytakes the orm o a tight, structured programme o small-group support, careully targeted and
delivered by teachers or teaching assistants who have the skills to help pupils achieve their
learning objectives. This can occur outside o (but in addition to) whole-class lessons, or be built
into mainstream lessons as part o guided work. Critically, intervention support needs to help
pupils apply their learning in mainstream lessons. Intervention programmes need to be closely
monitored to ensure that they meet pupils needs and are impacting on learning progress. The
emphasis is on support or pupils who can get back to achieving age-related expectations. The
outcome o Wave 2 intervention is or pupils to be back on track to meet national expectations
at the end o the key stage.
Wave 3 Wave 1 plus increasingly individualisedprogrammes, based on independent evidence ofwhat worksExpectations or Wave 3 teaching are to accelerate and maximise progress and minimise
perormance gaps. This will involve support provided by a specialist teacher, highly-trained
teaching assistant or academic mentor. This support or pupils will be one to one or with very
small groups, to support pupils towards the achievement o very specic targets.
The Waves model provides a useul tool to support ecient curriculum planning, inclusive
teaching and personalised approaches to address diverse needs. It provides a common
language that emphasises a curriculum response that can reduce the need or highly
individualised strategies.
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New arrivals and the schoolimprovement cycle
The diagram below illustrates a school improvement cycle o; review, plan, implement and monitor,and evaluate. Each section o this guidance shows how the process can be used to identiy and
tackle common priority areas and how these can be monitored and evaluated over time.
The cyclical process outlined is designed to lead schools rom monitoring and evaluating impact
into a urther review o systems, processes and practices which in turn leads to planning and
implementing urther improvements.
Leadership and management
Making effective use of data
Admissions and assessment
Pupil welcome, engagement
and support
Curriculum planning, teaching
and learning
Parent/carer partnerships
Review current
provision
Implement
improvements
Plan
improvements
Monitor and
evaluate
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Section A: Leadership andmanagement planning fornew arrivals (roles andresponsibilities)
Newly-arrived English as an additional language learners are not a homogeneous group.
Some new arrivals, or example, may be new to English; some may have achieved social but
not academic fuency and some may be advanced bilingual learners. In addition, a complex
interplay o actors such as language development in English and the rst language(s), the
pupils experience o working in more than one language, their culture, ethnicity, previous
educational history and socio-economic status will all orm part o their experience.
Step 1 ReviewHaving used the school sel-evaluation tool, senior leaders will have a clear view o the areas or
development in the current provision or newly-arrived bilingual learners.
Senior leaders to:
carry out a school audit o current policy and practice or the admission o bilingual new arrivals;
use the audit to draw up a plan o action that will enable the school to be better prepared or the
welcome, admission and induction o new arrivals.
Middle leaders (including subject, pastoral and Ethnic Minority Achievement (EMA) coordinators) to:
analyse school data by ethnicity, gender, rst language, date o arrival to the UK and length o
time in school and decide how newly-arrived English as an additional language learners are doing
in each year/group/class/core subject. Match data to provision to determine eectiveness o
current policy and practice;
collect the views o pupils regarding provision or new arrivals.
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Step 2 Plan
The ollowing actions will support senior and middle leaders in establishing a plan to acilitate the
integration o new arrivals into the school:
Senior leaders to:
plan, discuss and agree with middle leaders a whole-school coordinated approach to the
welcome, admission and induction o new arrivals;
write and disseminate a whole-school policy on the welcome, admission and induction o new
arrivals;
ensure that the policy is aligned with other whole-school initiatives and integrated into the school
improvement plan;
agree processes or monitoring and evaluating the eectiveness o the policy;
plan a continuing proessional development (CPD) programme based on the ndings o the
review above.
Middle leaders (including Ethnic Minority Achievement coordinators) to:
work with class teachers/tutors and subject teachers to ensure that the policy is known,
understood and translated into action;
ensure class teachers/subject teachers are notied in advance that they will be receiving a new
arrival and that the timing o the induction into class is appropriate;
ensure that the class/tutor/subject teacher has prepared class buddies/mentors and has
prepared a welcome pack or the new arrival;
plan a coordinated approach or the allocation o additional adults. It is recognised good practice
or schools to have an induction mentor, this could be a teaching assistant (TA) who takes on this
role only when there are new pupils;
identiy the location o appropriate materials or arrange the purchase o new materials, i
necessary: visual support to access the curriculum is essential or bilingual new arrivals. Bilingual
dictionaries, dual language texts and curriculum-based material in the pupils rst language andrefecting their culture will all enhance the welcome and induction process. Relevant arteacts and
tangible objects oering a hands on approach will enhance the learning or younger pupils in
particular;
ensure that it is understood that every teacher (not the Ethnic Minority Achievement teacher) is
responsible or supporting the new arrival within their classrooms;
ensure that schemes o work/lesson plans provide an appropriate level o cognitive challenge with
appropriate language scaolding or newly-arrived English as an additional language learners;
support sta in revising group and individual curricular and language targets in their subject.
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Step 3 Implement
Prior to arrival
Senior leaders to:
ensure that appropriate CPD is provided on meeting the needs o new arrivals;
help subject teams, class teachers and any additional sta to work collaboratively to implement
the agreed actions rom the review and the agreed school policy;
ensure that the parents/carers o newly-arrived pupils receive accessible, translated inormation
about the school and how it will be able to support them and their child.
Middle leaders to ensure that:
sta are brieed prior to the new arrival joining the school;
pupils are prepared or a new arrival joining the class/school;
playground supervisors and other support sta are also brieed on eective ways o supporting
newly-arrived pupils.
For admissions interviews
Senior leaders to:
ensure that access to interpreters is available or initial assessment/interview;
ensure that appropriate training is given to any sta who carry out initial interviews with bilingual
new arrivals and that they are sensitive in their approach to asking questions;
ensure that the interviews take place in a suitable location where amilies o new arrivals will be
able to experience privacy;
ensure that inormation gathered at the interview covers: previous educational history, literacy in
rst language, health concerns and clear contact details especially i parent/carer does not speak
English;
make sure that the inormation given to parents includes: times o the school day, school rules,
inormation about important dates, essential uniorm and equipment and that it is available in a
range o languages or visually presented and thereore accessible;
give parents inormation about support available, or example, with school uniorm and ree
school meals (FSM) and help parents/carers complete school orms;
delay the starting date or the new arrival to allow parents/carers time to access services and buy
uniorm and equipment as well as time to allow the school to share inormation about the new
arrival and put into place any support needed;
ensure that year group/class/teacher allocation is given careul thought and new arrivals are not
placed automatically in lower sets/groups keep this under constant review;
consider what inormation about the new arrival is shared with the class avoid making
assumptions.
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Once new arrivals have started
Senior leaders to:
support class and mainstream teachers in tailoring their lesson plans to meet the needs o newly-
arrived English as an addtional language learners;
ensure collaboration between colleagues including Ethnic Minority Achievement sta in planning
to meet the needs o newly-arrived English as an additional language learners;
ensure that developing practice is shared;
ensure that appropriate curricular and language targets are set;
gather and share inormation to establish an overview o the support provided or newly-arrived
English as an additional language learners;
ensure that any support provided or new arrivals delivered through withdrawal sessions is time
limited, linked to the curriculum, regularly reviewed and careully monitored.1
Middle leaders (including Ethnic Minority Achievement coordinator) to:
consider what inormation about the new arrival is shared with the class avoid making
assumptions;
consider what support arrangements are made or the rst day, rst month and rst term: the key
principle o access to the National Curriculum alongside peers should apply;
ensure that there are clear criteria or any intervention which involves withdrawing new arrivals
rom the classroom or a time-limited period;
ensure that targets include language development targets which should be addressed by all
proessionals working with the new arrival;
ensure that parents are involved in a review meeting ater 46 weeks to discuss the pupils
integration, academic progress, language development and targets;
ensure that when initial assessment takes place, it is ocused on subject knowledge and skills as
well as the pupils ability to express themselves in English.
Step 4 Monitor and evaluate
It is essential that the policy is regularly reviewed to ensure maximum and continuing impact.
Senior leaders to:
monitor and evaluate the eectiveness o the whole-school policy on induction and integration
in terms o both the attainment o newly-arrived pupils at class and whole-school level, and the
qualitative aspects o induction;
consider any additional CPD needs in the light o review ndings and eedback rom the early
stages o integration o new arrivals.
Middle leaders to:
review plans and schemes o work through lesson observations, work sampling and discussions
with teachers and pupils to ensure that the needs o bilingual new arrivals are being met;
work with additional and subject sta to ensure that targets or newly-arrived English as an
additional language learners are set and plans are in place or them to be reviewed each term;
collect and analyse data regularly to measure the progress o bilingual new arrivals.
1 This would be inappropriate or any children in Early Years Foundation Stage except under very exceptional
circumstances.
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Section B: Teaching andlearning ongoing support(developing classroompractice, tracking andmonitoring progress)
The key to success in meeting the needs o newly-arrived English as an additional language
learners is to enable curriculum access and create the ideal conditions or learning: an
environment where pupils eel sae and valued and can experience a sense o belonging and
where they can see themselves refected in the school, in the classroom and in an inclusive
curriculum. Alongside this are the undamental tenets o the pedagogy or pupils or whom
English is an additional language.
Key principles for English as an additionallanguage learnersUnderpinning the advice on teaching and learning are certain pedagogical principles drawn
rom many years research on eective practice in English as an additional language:
English as an additional language learners at any level o fuency have a right o access to
the National Curriculum and Early Years Foundation Stage.2
Language development arises rom an oral and cognitive interplay between language and
subject: decontextualised language activities are rarely productive.
Pupils acquire English rom socialising and collaborating with peers as well as learning rom
explicit teaching.
Talk and collaboration are essential elements in eective teaching and learning and in
developing secure literacy skills.
The aim o good teaching or Early Years Foundation Stage learners is to scaold the
learners progress to independence.
Bilingualism is an asset, and the rst language has a continuing and signicant role in
identity, learning and the acquisition o additional languages.
Cognitive challenge can and should be kept appropriately high through the provision o
linguistic and contextual support.
Language acquisition goes hand in hand with cognitive and academic development, with
an inclusive curriculum as the context.
2 Early Years Foundation Stage is not part o the National Curriculum. It is a statutory but non-compulsory phase oeducation and care.
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Step 1 Review
Senior leaders to:
collect perormance data analysed by ethnicity, rst language and English as an additional
language status;
analyse data in terms o progress and attainment;
review how well the school is doing by its newly-arrived English as an additional language
learners;
review CPD needs o all sta working in the classroom with newly-arrived English as an additional
language learners.
Middle leaders to:
be aware that the majority o bilingual learners will tend to progress aster than their monolingual
peers, gradually closing the attainment gaps;
ensure that appropriately challenging targets are being set.
Step 2 Plan
Senior leaders to:
ensure that sta long-term aspirations or new arrivals are the same as those or other pupils and
that they are being addressed across the school;
plan a CPD programme according to the ndings o on-going review, monitoring and evaluation.
Middle leaders to:
work with other curriculum coordinators to use a range o quantitative and qualitative data to
identiy specic aspects o language development which require ocused work;
support colleagues to develop their expertise in meeting the needs o newly-arrived English as an
additional language learners;
support colleagues to develop their knowledge o the linguistic, cultural and religious
backgrounds o pupils and their amilies and the social and political actors which aect their lives.
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Step 3 Implement
Senior leaders to:
ensure that new arrivals have access to the additional opportunities that the school has to
oer, or example, does the school monitor attendance at homework club and other voluntary/
extracurricular activities?
provide appropriate CPD to all sta to support them in ensuring teaching meets the needs o new
arrivals with English as an additional language;
ensure that new arrivals are appropriately included on the register o gited and talented pupils;
model and promote values, attitudes and behaviour supportive o race equality.
Middle leaders to:
ensure that teachers are aware that English as an additional language learners who are fuent in
social situations might still require considerable support in using academic English and that this is
provided;
support colleagues to identiy the language demands and language development opportunities
when planning;
support colleagues to ensure that learning builds on pupils previous experience;
support colleagues to develop their expertise in using a range o strategies to scaold language
and learning;
support colleagues to provide opportunities or speaking and listening or a range o purposes
and audiences across the curriculum.
Step 4 Monitor and evaluate
Senior leaders to:
ensure the CPD programme is impacting both on the quality o learning and teaching and on the
attainment and progress o newly-arrived pupils;
monitor the gited and talented register by ethnicity and language to ensure appropriate
representation o newly-arrived pupils;
keep the progress o newly-arrived pupils under systematic and rigorous review.
Senior and middle leaders to:
monitor and review requently all systems o induction and support that are put in place to
acilitate the integration o new arrivals. This includes admission, initial assessment, tracking and
monitoring systems and in-class activities;
view these systems as fuid and fexible and capable o responding to demographic changes in
the school population;monitor and review classroom practices to ensure they meet the needs o new arrivals;
monitor the impact o learning and teaching to ensure appropriate progress is being made by
new arrivals within lessons and over time.
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Section C: Engagement,support and intervention
While the major ocus in this guidance is to plan or the welcome, induction and integration onewly-arrived English as an additional language learners, you will also need to consider how the
school can respond to the dierent needs o new arrivals in a more holistic way.
Engagement reers to the way in which newly-arrived English as an additional language learners and
their parents/carers are made to eel part o the school. This could be through:
active involvement in learning;
encouragement to participate in the lie o the school, or example through team activities or other
events;
being asked their views;
being involved in the development and operation o systems and policies;
seeing their lives, languages, experiences and cultures refected in all aspects o the school, rom
the corridor and classroom displays to the curriculum content;
ensuring that parents and carers rom minority communities know that the rst language has
a signicant and continuing role in their childs learning, that the school values bilingualism and
considers it to be an advantage;
celebrating dierent orms o achievement, such as success in community language
examinations;
supporting the development o links with supplementary and community schools including
madrasahs.
It is recommended that senior leaders prioritise each o these aspects over a period o time or action
in the school improvement plan. Some aspects, such as the content o displays, are relatively easy
to review and act upon; others, such as partnerships with the community, take longer to develop in a
meaningul way.
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Support is the way in which the school recognises the dierent needs o newly-arrived English as an
additional language learners and their parents/carers and provides additional input to allow equality o
access. This could be through:
use o interpreters to encourage participation;
variation or dierentiation o the curriculum;
use o sta such as bilingual classroom assistants to enable enhanced access to the curriculum;
availability o resources such as bilingual dictionaries, arteacts and visual stimuli appropriate to
the age o the pupils;
a clear policy or support or English as an additional language learners in examinations;
For further details about assessment arrangements for newly-arrived English as an additional
language learners see the QCA website www.qca.org.uk
clear procedures or the admission o pupils outside normal transer times, including a welcoming
induction process and orms o social and academic support such as class buddies/mentors;
ensuring that parents/carers are aware o their rights o appeal against an admission or exclusion
decision;
ensuring that parents/carers are given advice in translation at key times, or example, Year 6 7
transer and or Key Stage 4 options in Year 9;
establishing good links with outside agencies and community organisations that can support
newly-arrived parents and carers;
devising and enacting strategies to ensure that parents and carers understand the schools
approach to learning and teaching and can participate as key partners.
These are tasks or senior and middle leaders in that both policy and operational issues are involved.
For example, senior leaders will need to analyse the data on attendance at parents meetings and
develop policy guidelines, while middle leaders will need to develop the operational aspects such as
how to book and organise the work o interpreters.
Personalised intervention is the active targeting o a pupil or group o pupils at risk o
underachievement. This would be Wave 3 tailored support and could take the orm o personalised
learning through:
targeted teaching in dierent groupings or specic purposes, time-limited, linked to the
curriculum, monitored and evaluated;
targeted support at homework or study support sessions;
mentoring and/or academic tutoring or vulnerable pupils such as reugees and asylum seekers.
While the actual targeting o individual pupils is likely to be organised by middle leaders, senior leaders
need to develop clear policy guidelines on how and when intervention strategies are used to meet the
needs o dierent groups o pupils. There will also need to be careul evaluation o the impact o such
strategies with a regular review o how such resources are allocated.
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Section D: School self-evaluation tool
The ollowing table is a tool designed to support school sel-evaluation and is reerenced to theOsted sel-evaluation orm (SEF) or secondary and primary schools.
The Aspect headings are organised in such a way that they refect the three main sections o
this guidance:
Aspect A: Leadership and management
A1 Roles and responsibilities
A2 Collecting and using data
Aspect B: Developing teaching and learning
Aspect C: Engagement, support and intervention
C1 Pupils
C2 Admission and transer
C3 Parent/carer partnerships
C4 Culture and ethos
The additional aspect A1 covers the leadership and management responsibilities that are a
thread through all three sections.
In the table, the column headed SEF is the reerence to the relevant part or section o the
Osted sel-evaluation orm. I the reerence is placed alongside the Aspect heading, it reers to
all the aspects in that section. Where there is a reerence alongside a single numbered aspect,
that reerence is in addition to the Aspect heading.
The boxes headed Not yet in place, Developing, and Well established are designed so that
you are able to make a judgment on your schools progress against the various aspects that
contribute to the achievement o newly-arrived pupils and consider what you might need to do
to make urther progress.
Your judgements should be supported by evidence that can be inserted at the appropriate
places in the grid and copied and pasted as required into your schools sel-evaluation orm.
Further Inormation on the sel-evaluation orm can be obtained rom: www.osted.gov.uk
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Ens
uringtheattainmentofnewly-arrivedpupils:schoolself-evaluation
Aspect
SEF
Evid
enceofpractice
A1:Leadershipandmanagement:role
sand
re
sponsibilities
6a
Not
yetinplace
Develo
ping
Wellestablished
Theheadteacherprovidesanactive
leadonensuring
1.
theattainmentonewly-arrivedpupils
Theschooldevelopmentplanhasclearobjectivesand
2.
strategiesorensuringtheattainmen
tonewly-
arrivedpupils
3c
TheschoolsCPDcycleincludesreg
ularprovision
3.
ortrainingorallstarelatedtothe
induction,
assessmentandongoingsupporto
rlearningand
teachingonewly-arrivedpupils
Perormancemanagementtargetsin
cludethose
4.
relatedtoraisingtheachievementonewly-arrived
pupils
AdditionalundingorEthnicMinorityAchievement
5.
isdeployedstrategicallyandisused
tosupportnew
arrivalsaswellasmoreadvancedEALlearners
F2
F3
F4
Theschoolmonitorsthedeploymen
toalladditional
6.
undingtoensurethatitisaddingva
lue
Theschoolactivelyrecruitsgovernorsrepresentative
7.
olocalcommunitygroups
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Aspect
SEF
Evid
enceofpractice
A2:Leadershipandmanagement:collectingand
us
ingdata
1a,1c1e
Not
yetinplace
Develo
ping
Wellestablished
Theschoolhasrobustandsensitive
systemsor
8.
collectingcontextualdataornewly-
arrivedEAL
learners,suchasrstlanguage(L1),
otherlanguages
spoken,literacyinL1,reugeestatusandlengtho
schoolinginsideandoutsidetheUK
Theschoolhasanestablishedtime
limitorthe
9.
collectionandanalysisoattainmentdata
Theschoolanalysesattainmentdata
byethnicityand
10
.L1toensureanaccuratepictureoprogressand
attainmentacrossallyears
Theleadershipteamanalysestheat
tainmentdatato
11
.identiytrendsinrelationtosubject,
keystages,year
groupsorclassesandensuresthattargetedactionis
takenasaresult
Theschoolhasclearsystemsorco
mmunicating
12
.ndingsrome
thnicityandrstlangu
agedataanalysis
toallstakeholders
Targetsaresetortheattainmento
allgroupso
13
.newly-arrivedEALlearnersoverallandprogressis
rigorouslymonitored
3a
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Compositionopupilgroupsismonitoredtoensure
14
.thatnewly-arrivedEALlearnersarenotplaced
inappropriatelyorover-representedinlowersets
2b
Optionchoicesareanalysedtoensu
rethatnewly-
15
.arrivedEALlearnersmakeappropria
teselections
3c
TheschoolensuresthatCPDisprovidedsothat
16
.middleandseniormanagersareskilledandcondent
ininterpretingandmakinguseoda
ta
6a
C6
C7
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Primary and SecondaryNational Strategies 00041-2008DWO-EN Crown copyright 200818
NewArrivalsExcellenceProgramm
e:Managementg
uide
Aspect
SEF
Evid
enceofpractice
B:Developingteachingandlearning:curriculum
planning,teachingandlearning
Not
yetinplace
Develo
ping
Wellestablished
Teachersareawareothedierence
between
17
.conceptualdevelopmentandEnglishlanguage
developmentandplanaccordingly
Teachersusearangeostrategiestoengage,
18
.motivateandaccelerateprogresso
rnewly-arrived
EALlearners
5ac
5e
Thecurriculumisculturallysensitive
andprovides
19
.opportunitiesorpupilstodiscussis
suesoidentity
andethnicity
Schemesoworkandlessonplansshow
evidenceo
20
.highexpectationsonewly-arrivedE
ALlearners
Lessonplansshow
evidenceothedevelopmento
21
.higher-orderthinkingskills
Lessonplansshow
evidenceointegratingspeaking
22
.andlisteningactivitiesintothecurric
ulum
Lessonplansshow
evidenceoexplicitteachingo
23
.academiclanguageskills
Schemesoworkandlessonplansshow
evidenceo
24
.useoocusedlanguagedevelopme
ntactivities,or
example,activereadingstrategies
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NewArrivalsExcellenceProgramm
e:Managementg
uide
Schemesoworkandlessonplansshow
evidenceo
25
.supportordevelopingextendedwriting,orexample,
throughmodelling,oralrehearsal,sh
aredwriting
PupilsareencouragedtouseL1tosupporttheir
26
.learningandEnglishlanguagedevelopment
Pupilsaregroupedwithinclassesin
suchawayasto
27
.supportboththeirprogressinthesu
bjectandtheir
languagedevelopment
Targetedpupilshaveagreedlanguagedevelopment
28
.aswellaschallengingcurriculartarg
etsandtheseare
usedtoinormp
lanning
Schemesoworkandlessonplansshow
evidenceo
29
.opportunitiesorpupilstorefecton
theirownlearning
andevaluatetheirworkandprogres
s
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NewArrivalsExcellenceProgramm
e:Managementg
uide
Aspect
SEF
Evid
enceofpractice
C1:Engagement,supportandintervention:pupils
5c
6a
Not
yetinplace
Develo
ping
Wellestablished
Theschoolstaisclearonthedier
encesbetween
30
.SENandEALsothatnewly-arrivedEALlearnersare
notgroupedortaughtinappropriately
Part
C68
Anywithdrawalarrangementsorne
wly-arrivedEAL
31
.learnersaretime-limitedandcareullymonitoredor
impactandtoensureullaccesstothecurriculum
Part
C1
Theschoolmakeseectiveprovisionornewly-
32
.arrivedEALlearnerstotakeexaminationsinhome,
communityandheritagelanguages
Part
C68
Underachievingnewly-arrivedEALle
arnersare
33
.targetedorsupportatkeyenrichme
ntactivities
suchashomeworkclubsandrevisio
nclubsandtheir
attendanceismonitored
Vulnerablenewly-arrivedEALlearners,including
34
.asylumseekersandreugees,areid
entiedand
appropriateprovisionismadeorthem
Theschoolactivelyengagesnewly-arrivedEAL
35
.learnersbyinvolvingtheminallaspe
ctsoschoollie,
seekingtheirviewsinavarietyowa
ys
Part
C68
2ad
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NewArrivalsExcellenceProgramm
e:Managementg
uide
Aspect
SEF
Evid
enceofpractice
C2:Engagement,supportandintervention:admission
an
dtransfer
5a
5b
6a
Not
yetinplace
Develo
ping
Wellestablished
Theschoolcollectsandusesarang
eoinormation
36
.rompreviousschoolsandsettingsaswellasparents/
carerstomaintaintheprogressonewly-arrivedEAL
learnersromprimarytosecondaryschool
Thereareclearpoliciesandprocedu
resorpupils
37
.arrivingoutsidethenormaladmissio
ntimesincluding
inormationgathering,induction,pupilsupportand
eedbacktoparents/carers
B10a
Theschoolprovidessupport,orexample,academic
38
.tutors,enrichmentactivitiesorbudd
ysystemsor
pupilsidentiedasatriskounderac
hievingduring
theirtranseroradmissiontosecond
aryschool
Theschoolcreatesopportunitiesto
ensurethat
39
.parents/carersonewly-arrivedEAL
learnersare
equippedtosupporttheirchildrens
education,
orexample,byprovidinginormationevenings,
workshops,supportpacks
Part
G67
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NewArrivalsExcellenceProgramm
e:Managementg
uide
Aspect
SEF
Evid
enceofpractice
C3:Engagement,supportandintervention:parent/
ca
rerpartnerships
2ad
Not
yetinplace
Develo
ping
Wellestablished
Theschoolengagestheparents/car
ersonewly-
40
.arrivedEALlearnersbyactivelyseek
ingtheirviews:
reachingouttoparents/carerslessc
ondentin
speakingEnglishthroughuseotran
slatorsand
interpretersaswellastargetedmeetings
Newly-arrivedbilingualparents/carersarewell
41
.inormedaboutarangeoschoolde
velopments,or
example,proceduresornationaltes
ts,examination
entrypolicy,enrichmentclasses
Theschoolactivelydevelopslinksandeective
42
.partnershipswiththewiderminority
ethnicand
bilingualcommunities,orexample,through
complementaryschools,localartsg
roups,religious
organisationsandlocalbusinesses
Theschoolactivelysecuresrepresentationothe
43
.minorityethnicandbilingualcommu
nitiesatalllevels
onon-teachingandteachingsta
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NewArrivalsExcellenceProgramm
e:Managementg
uide
Aspect
SEF
Evid
enceofpractice
C4:Engagement,supportandintervention:culture
an
dethos
4bc
PartC
68
Not
yetinplace
Develo
ping
Wellestablished
Classroomandcorridordisplayspositivelyrefectthe
44
.languages,experiencesandheritagesonewly-arrived
EALlearners
Part
C67
Theschoolensuresthatallpupilsan
dparents/carers
45
.areawareotheraceequalitypolicy
andtheirrolein
ensuringthatitworks
Newly-arrivedEALlearnersarerepre
sentedinall
46
.aspectsoschoollie,orexample,s
choolcouncil,
schoolteams,gitedandtalentedinitiatives
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