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can I just clarify,

If children are learning English as an additional language but speak well in their home language what do I do for their on entry information for C & L. Do I take their ability in their home language? But I thought that they have to be assessed in English at the end of the eyfs, or have I got this all wrong?

Please help!?

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The only statutory element is indeed the fact that their EYFSP outcomes for all C+L/literacy outcomes must be assessed in English. Otherwise there is no statutory anything.

Does your school use any other scales to assess English language development - the Language in Common scales for example? What is done in the rest of the school to assess progression in English for EAL speakers - if you have them so does everyone else!!

I would be inclined to assess in English if possible but also have an assessment of language skills in home language that goes alongside it. This is what I did when I was EAL lead in school anyway. (We used the Hilary Hester scales but I think they have gone a bit out of favour!)




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So in order to track childrens progress it is fair to look at their development in english so that it correlates with the end of year attainment? and also to try to assess in their home language and look at this development seperately. I just don't want to do an injustice to these children who are talking away to each other but who are still just beginning to use their English language.

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I would say yes - you need to track their development of English, and also their development within the curriculum, some of which will have to be assessed through English in the final assessment. Ultimately though it will depend on how your school assesses children who have multiple languages.

This is what it says in the EYFSP handbook:


3.2 Children for whom English is not their home
The communication skills of children for whom English is not their home language are not
all the same. These children will be at different stages of learning English and one or more
other languages. Learning English as an additional language is not a special educational
need. Practitioners need to find out as much as they can about a child’s prior language
experience and any education experienced elsewhere. Parents, as the first educators, are
an important source of information.
Underpinning the EYFS Profile assessment is the understanding that language is central
to our sense of identity and belonging to a community, and that linguistic diversity is a
strength that is recognised and valued. Practitioners may need to share with parents the
understanding that a child’s home language development will help them learn English.
Parents also need to know that it is perfectly acceptable, even desirable, for the child’s
home language to be used in the setting. Practitioners will need to observe the child
over time and raise questions with the parents, and/or bilingual support assistants, to be
confident about what the child knows and understands.
There are three aspects specific to the assessment of children for whom English is not their
home language:
• development in their home language;
• development across areas of learning, assessed through their home language; and
• development of English.

Within the EYFS Profile, the ELGs for communication and language and for literacy must
be assessed in relation to the child’s competency in English. The remaining ELGs may be
assessed in the context of any language – including the child’s home language and English.
This has implications for provision. The principles of good practice for children learning
English are the principles of good practice for all children. Children must have opportunities
to engage in activities and first hand experiences that do not depend solely on English for
success, and where they can participate in ways that reveal what they know and can do in the
security of their home language. For children to grow in confidence, and hence demonstrate
their embedded learning, their environment must reflect their cultural and linguistic heritage
and their learning be supported by a wide range of stimuli and experiences.

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Thank you Catma, that's very helpful. We are very new to havng children who are learning English as an additional language, and this is the first year I have had children who don't have any English. Because I have the most experience of teaching EAL I am the co-ordinator now (since Sep), I've just found a document that helps identify the stages of development and what to look for. http://www.oxfordshire.gov.uk/cms/sites/default/files/folders/documents/childreneducationandfamilies/workingwithchildren/publicationssettings/EAL_SEN_Booklet.pdf

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