local government
primary & secondary education

Delivering Outstanding Teaching for EAL Pupils

local government

primary & secondary education

08:45 - 16:10

Wednesday 10 July 2019

Central Birmingham

Early Bird Discount Offer

10% off all advertised rates for a limited time only. Discount available to public / voluntary organisations only


This Forum will provide participants with the opportunity to assess the current landscape of education for pupils with English as an Additional Language (EAL). Sector leaders will share the latest research and policy in this area as they explore with delegates how to enhance teaching and learning. Attendees will discuss successful methods for improving educational outcomes for EAL pupils with outstanding case studies, including through better data usage, engaging the local community in pupil progress and increasing development opportunities for staff to improve teaching techniques that better support EAL pupils.


This Forum is specifically designed for Primary and Secondary Schools. Typical job titles will include:

  • EAL Advisers
  • EAL Coordinators
  • Heads of EAL
  • Headteachers
  • Principals
  • Assistant Headteachers
  • Directors of Inclusion
  • School Governors
  • EAL Teachers
  • MFL Teachers
  • Strategic Education Leaders
  • Inclusion Managers
  • School Improvement Advisers
  • Head of Schools Standards and Effectiveness
  • Directors of Languages
  • Language Advisers

The Forum is also open to Local Authorities to encourage discussion and networking.

Key Speakers Confirmed:
  • Professor Victoria Murphy, Chair, NALDIC
  • Hamish Chalmers, Vice Chair, NALDIC
  • Diana Sutton, Director, The Bell Foundation
  • Nicola Kidston, Head of Programme (EAL), The Bell Foundation
  • Mark Sims HMI, National Lead for EAL, Ofsted
  • Jo Hutchinson, Director for Social Mobility and Vulnerable Learners, and Author, Educational Outcomes of Children with English as an Additional Language, Education Policy Institute (EPI) 
  • Mark Penfold, Lead Teacher for Ethnic Minority Achievement, Babington Academy 
  • Mark Smith, Citizenship, Language & Learning Senior Advisor, City of Wolverhampton Council
View the agenda and additional speakers

The Educational Outcomes of Children with English as an Additional Language report, published in February 2018 by The Bell Foundation, Unbound and Education Policy Institute (EPI), highlighted the misleading attainment figures reported for pupils with EAL. While these pupils were 4% more likely to achieve the English Baccalaureate compared to those with English as a first language, this does not demonstrate the heterogeneity of the group, and the varying factors affecting progress and potential. Measurement of these factors also contributes to misleading statistics, for example academic assessments taken by pupils before English proficiency is reached will underestimate academic attainment and potential.

In an attempt to better support EAL pupils in the English school system, and to ensure adequate funding, in recent years the government has required schools to gather data around pupils’ English proficiency, as well as nationality and country of birth. This has been controversial however, leading to the government withdrawing this requirement in 2018. Sector leaders have encouraged the continuance of English proficiency data collection though, with NALDIC highlighting the importance of using this information to provide high quality inclusive education for all pupils.

Alongside this, the Educational Outcomes report outlines a number of key recommendations for the Department for Education (DfE), researchers and practitioners alike. This includes establishing a clear plan for English proficiency assessment, introducing a late arrival premium to boost support for older pupils, and generating more expertise around EAL teaching and learning techniques in all schools.

As such, teachers, policymakers and researchers must now coordinate efforts to ensure that every pupil with EAL is fully supported to achieve their maximum potential and enhance educational outcomes with the help of adequate funding and strong leadership.


Registration, Refreshments and Networking


Chair’s Welcome Address

Hamish Chalmers, Vice Chair, NALDIC (CONFIRMED)


Morning Keynote: Evidence for EAL Practice and Policy - What Do We Know, What Do We Need to Know?

  • Overviewing the need for rigorous UK-based intervention studies to inform practice and policy
  • Summarising NALDIC’s response to the Educational Outcomes of Children with EAL report, and highlighting the relationship between assessment and evidence for practice; riding a one wheeled bike has its challenges
  • Reviewing the extent and focus of EAL intervention research in the UK: A critical look at the EEF’s systematic review of EAL research and a four-year follow-up – What’s changed?
  • Encouraging teachers and policymakers to continue to value English proficiency assessment, and to vigorously ask for evidence when uncertain about how to respond to the data

Professor Victoria Murphy, Chair, NALDIC (CONFIRMED)


Special Keynote: Delivering Outstanding Education for All EAL Pupils

  • Outlining the diverse nature of pupils with English as an additional language and how a “once size fits all approach” is unhelpful
  • What we know about how proficiency in English is associated with attainment for EAL pupils, the changes to the school census and international comparisons
  • Sharing expert guidance for teachers seeking to effectively assess EAL pupils, ensuring fair and consistent judgements across a collection of extremely diverse pupils
  • Considering the future of EAL teaching and leadership, and the need for specialist staff to better support pupils

Diana Sutton, Director, The Bell Foundation (CONFIRMED)


Special Keynote: Reflecting on the New Inspection Framework - Evaluating the Progress of EAL Pupils

  • Ensuring that all teachers and support staff are actively taking responsibility for teaching EAL, incorporating EAL pupils’ needs into lesson plans and curriculum design
  • Understanding how to successfully assess pupils’ subject knowledge in their first language to tailor subsequent support and language development opportunities
  • Exploring when it may be appropriate to withdraw EAL pupils from mainstream teaching to conduct targeted lessons
  • Demonstrating a commitment to continued support for advanced EAL learners

Mark Sims HMI, National Lead for EAL, Ofsted (CONFIRMED)


Questions and Answers Session


Refreshments and Networking


Case Study: Delivering Outstanding Teaching and Learning for Primary Pupils with EAL

  • Understanding the challenges of implementing a whole-school approach to EAL teaching, with 94% of pupils speaking a language in addition to English
  • Ensuring that every teacher is trained in teaching EAL, and discussing ways to fund this training, such as with pupil premium funding
  • Engaging with new starters to ease the transition into the school: Conducting a home visit for every pupil, and inviting them into the school for a play session with staff who speak their first language
  • Assigning pupils a classroom buddy, especially those who arrive midway through the year, to help their integration

Emma Tayler and Sheenagh Edger, Co-Headteachers, Greet Primary School (invited)


Case Study: Embedding High Quality Teaching for all EAL Pupils in Secondary Education

  • Exploring what constitutes outstanding teaching for pupils with EAL at secondary level, and the role of EAL coordinators and senior leaderships teams in facilitating this
  • Sharing strategies to ensure the engagement of EAL pupils, and considering the social issues that may prevent engagement as well as the linguistic barriers, and looking at what can be done to break these down
  • Developing a holistic approach to raising standards of teaching and learning for EAL pupils, including by improving the induction process by involving families of new arrivals, and implementing a whole-school approach to celebrating diversity
  • Teaching literacy skills across all subject areas, not just English, to ensure rapid progression for pupils at the early stages of learning English

Mark Penfold, Lead Teacher for Ethnic Minority Achievement, Babington Academy (CONFIRMED)


Questions and Answers Session


Lunch and Networking


Afternoon Keynote: Improving Educational Outcomes for EAL Pupils

  • Outlining the key findings and recommendations of the February 2018 report, Educational Outcomes of Children with English as an Additional Language
  • Exploring how the DfE can create a beneficial long-term plan for the future of English proficiency assessment
  • Making the evidence-based case for increased funding for EAL pupils at all levels, and ensuring decisions around funding are reflective of wider local authority and pupil premium funding decisions
  • Learning lessons from international trends around supporting EAL pupils, including through staff development programmes and specialist qualifications
  • Effectively measuring the development of EAL pupils: How we could overcome problems with using measures such as Progress 8 for these pupils

Jo Hutchinson, Director for Social Mobility and Vulnerable Learners, and Author, Educational Outcomes of Children with English as an Additional Language, Education Policy Institute (EPI) (CONFIRMED)


Special Keynote: Enhancing Support and Opportunities for EAL Pupils

  • Outlining the EAL Assessment Framework for Schools, supporting teachers in primary and secondary schools to enhance pupils’ English proficiency and successfully monitor progress
  • Advocating for continued specialist support for EAL pupils, and utilising data to ensure this is effectively targeted
  • Highlighting the importance of considering when pupils arrived in English schools in their wider progress assessments
  • Sharing guidance for teachers on how to ensure pupils transition from basic social interaction proficiency to academic English proficiency, particularly for the secondary curriculum

Nicola Kidston, Head of Programme (EAL), The Bell Foundation (CONFIRMED)


Questions and Answers Session


Refreshments and Networking


Case Study: Ensuring Trainee Teachers Develop Skills for Effectively Teaching EAL

  • Partnering with HEIs including the University of Warwick and University of Leicester to offer opportunities for almost 200 aspiring teachers to train with and discuss best practice with a host of outstanding teachers
  • Sharing successful EAL pedagogy that can be used across the curriculum, and discussing how to deliver the provision of this to trainee teachers
  • Providing opportunities for pupils to teach their native languages to trainee teachers during visits, promoting a holistic and innovative learning experience for all
  • Exploring how more HEIs can offer more mini-placements with local schools that focus on EAL, as well as other key learning areas including SEND and phonics

Penny Hinchliffe, Coordinator of Language Support, President Kennedy School (invited)


Case Study: Successfully Improving Support for Pupils with EAL – A Local Authority Approach

  • Discussing the role of local authorities in supporting local education providers to enhance the teaching and learning experience for pupils with EAL at all key stages, resulting in an average KS4 Progress 8 Score of 0.61
  • Sharing good practice that local authorities can use to work with schools and adapt to contextual needs to ensure that pupils receive targeted support and guidance
  • Outlining ideas of how an EAL focus can “survive” at an LA level in times of decreasing budgets
  • Understanding how local authorities’ involvement in supporting EAL pupils directly links to increased attainment

Mark Smith, Citizenship, Language & Learning Senior Advisor, City of Wolverhampton Council (CONFIRMED)


Questions and Answers Session


Chair’s Summary and Close

*Programme subject to change

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