In providers where the proportion of pupils for whom English is an additional language is a significant feature, comments on matters, such as standards, wellbeing, learning experiences etc, should be included in the relevant sections of the full report.
Questions to ask in relation to English/Welsh as an additional language include:
- Is there a whole provider policy for supporting pupils who learn English/Welsh as an additional language and, if so, is it implemented consistently?
- Is the environment welcoming for pupils for whom English/Welsh is an additional language?
- Do teachers use information about the languages spoken by the pupils?
- Do pupils with English/Welsh as an additional language have full access to the curriculum?
- Have any mainstream staff undertaken training to help them understand the learning needs of pupils for whom English/Welsh is an additional language?
- How close is the liaison between English/Welsh as an additional language support staff and mainstream teachers?
- How are lessons in mainstream classes and, where relevant, during any withdrawal sessions, structured to meet the specific needs of pupils learning English/Welsh as an additional language?
- Does the provider track the success of its English/Welsh as an additional language provision by evaluating pupils’ attainments and is it using the information to identify targets for improvement?
- How does the provider meet the needs of pupils with English/Welsh as an additional language when no support staff are available?
- Does the provider provide translations of provider letters and documents in community languages? If not, how does it communicate with parents who have little or no English/Welsh?
- How does the provider assess the needs of pupils with English/Welsh as an additional language when they are suspected of also having special educational needs?