Details of what is being done to address the school's issues, including development of a subject-specific induction course for new arrivals at Key Stage 3.
The National Strategies Last update: 2011
Details of the recommendations made to senior leaders, what these changes involved, how the processes were modified and the responses of teachers.
The National Strategies Last update: 2011
Case study from a multi-ethnic primary school in London, focusing on engaging subject specialists in induction course development. A new ethnic minority achievement (EMA) coordinator was determined to develop a new induction programme that would be as inclusive as possible.
The National Strategies Last update: 2011
Outline of the outcomes achieved, including: the curriculum-linked induction programme had a number of positive outcomes, such as providing maximum opportunities for speaking and listening, also ensuring all four language skills were used; the headteacher invited those responsible for developing the course to present their work at two twilight in-service training sessions.
The National Strategies Last update: 2011
Review of the success of the actions taken, and how these standards and progress should be maintained, for example the focus on English as an Additional Language (EAL) is to be an essential element of staff continuing professional development.
The National Strategies Last update: 2011
Introduction to case study of multi-ethnic comprehensive school in London where the design and technology department changed pedagogy to help bilingual pupils.
The National Strategies Last update: 2011
Details of what is being done to address the school's issues, including: mid-term admissions will be placed in a class where there is a same language peer; within a few days of arrival children in Years 2–6 are assessed by the EMA teacher; a number of strategies are used to help new arrivals access the work and meet the learning outcomes of the lesson.
The National Strategies Last update: 2011
Information about the strategies that the school has put in place to work with bilingual pupils.
The National Strategies Last update: 2011
Outline of the outcomes achieved, including: the school is more aware of the needs of this vulnerable group and recognises that responsibility for inclusion is a whole-school issue; materials developed (in partnership) for the induction course are used by mainstream teachers and in the homework clubs.
The National Strategies Last update: 2011
Case study on a multi-ethnic primary school in London focusing on partnership teaching to support new arrivals.
The National Strategies Last update: 2011
