Assessing learners whose first language is not English

Guidance to support teachers and practitioners.

SEND Code of Practice clearly states (6.24)

“Identifying and assessing SEN for children or young people whose first language is not English requires particular care. Schools should look carefully at all aspects of a child or young person’s performance in different areas of learning and development or subjects to establish whether lack of progress is due to limitations in their command of English or if it arises from SEN or a disability. Difficulties related solely to limitations in English as an additional language are not SEN.”

EAL learners' needs can present similarly to those with SEND, but are different. It is best to take a cautious approach, so that a child or young person receives support, if needed, as early as possible. Find out from parents how they feel their child can communicate in their first language.

Identifying the child or young person’s rate of progress will help practitioners determine whether development is significantly different from what is typically expected. Complete assessments where possible alongside parents, or in the child’s home language, to build a full picture of how the child is at home when using home language. 

Guidance

The Bell Foundation has guidance on assessing whether a pupil with EAL also has special educational needs.

The Bell Foundation also has assessment frameworks for both primary and secondary pupils to allow schools to assess oral language skills and reading and writing.

What are the needs of EAL learners who also have SEND?

Teachers can strengthen their practice, to meet the needs of learners using EAL by:

  • Carrying out ongoing assessment of language proficiency, including in the learner’s home language,  and setting targets for language learning in English.
  • Adapting teaching to make content in English accessible.
  • Understanding how bilingualism works, so that linguistic challenges are not confused with language and speech special needs.
  • Working closely with the SENDCo and pastoral care staff, to identify special needs.
  • Placing the learner and their family at the centre of provision planning and responding to the needs they identify.

These strategies help meet the needs of EAL learners.