# data[].attributes.headline
Facilitated by SLT, the named member of staff with responsibility for EAL has demonstrable impact on practice and provision for EAL learners within the setting

# data[].attributes.subject
Facilitated by SLT, the named member of staff with responsibility for EAL has demonstrable impact on practice and provision for EAL learners within the setting

# data[].attributes.headline
EAL training is regularly maintained for all practitioners.

# data[].attributes.subject
EAL training is regularly maintained for all practitioners.

# data[].attributes.headline
The named member of staff with responsibility for EAL has an action plan which dovetails with data analyses and setting priorities.

# data[].attributes.subject
The named member of staff with responsibility for EAL has an action plan which dovetails with data analyses and setting priorities.

# data[].attributes.headline
The EAL Governor/Senior Person meets regularly with the named member of staff with responsibility for EAL (eg termly); EAL is regularly discussed at Governing Body/Management meetings.

# data[].attributes.subject
The EAL Governor/Senior Person meets regularly with the named member of staff with responsibility for EAL (eg termly); EAL is regularly discussed at Governing Body/Management meetings.

# data[].attributes.headline
EAL is woven through most setting policies; the EAL Lead/ Leadership Team monitor practice and provision to check the policy is being implemented across the setting.

# data[].attributes.subject
EAL is woven through most setting policies; the EAL Lead/ Leadership Team monitor practice and provision to check the policy is being implemented across the setting.

# data[].attributes.headline
Money spent on EAL-specific resources is planned and benefits all EAL learners, not just new-to-English/beginner EAL learners.  Spending on EAL is reviewed for impact.

# data[].attributes.subject
Money spent on EAL-specific resources is planned and benefits all EAL learners, not just new-to-English/beginner EAL learners.  Spending on EAL is reviewed for impact.

# data[].attributes.body
It was identified that whilst we were providing support for our EAL children we had not considered which stage of EAL each child was at.

This led to the introduction of the new EAL screening tool.

which has been adapted from several different tools, all based on the DFE English proficiency documentation. This includes the 5 stages of EAL: A: New To English, B: Early Acquisition, C: Developing Competence  D: Competent  E: Fluent

Each stage has assessment guidance for both 2-3 and 3-4 age groups and suggestions on how these children can be supported in class.

All children are now assessed on their level of EAL at the start and end of the year and at the mid term date (April)

This is in addition to when they are assessed twice yearly, once in teir birth month and once 6 months later. We have developed our own assessment system walled SABA - Strenghs And Barriers Assessment.

# data[].attributes.headline
All practitioners know that parents/carers may need support with decisions around language use at home; the named member of staff with responsibility for EAL  proactively initiates conversations with parents/carers around this AND parents/carers are signposted to resources they can use to enable them to do this.

# data[].attributes.subject
All practitioners know that parents/carers may need support with decisions around language use at home; the named member of staff with responsibility for EAL  proactively initiates conversations with parents/carers around this AND parents/carers are signposted to resources they can use to enable them to do this.

# data[].attributes.headline
The named member of staff with responsibility for EAL knows that some parents/carers may benefit from an interpreter for in-depth conversations about their child’s learning/progress, even where parents/carers have conversational English.

# data[].attributes.subject
The named member of staff with responsibility for EAL knows that some parents/carers may benefit from an interpreter for in-depth conversations about their child’s learning/progress, even where parents/carers have conversational English.

# data[].attributes.headline
Opportunities to promote linguistic and cultural diversity are embedded in all aspects of the setting and clearly referenced in documentation, including any website or online presence.

# data[].attributes.subject
Opportunities to promote linguistic and cultural diversity are embedded in all aspects of the setting and clearly referenced in documentation, including any website or online presence.

# data[].attributes.headline
The named member of staff with responsibility for EAL monitors parent/carer engagement with their child’s learning and takes remedial action where needed.

# data[].attributes.subject
The named member of staff with responsibility for EAL monitors parent/carer engagement with their child’s learning and takes remedial action where needed.

# data[].attributes.headline
The setting involves parents/carers from different linguistic and/or cultural backgrounds using bespoke approaches.

# data[].attributes.subject
The setting involves parents/carers from different linguistic and/or cultural backgrounds using bespoke approaches.

# data[].attributes.headline
Parents of EAL pupils routinely attend all setting events (at a rate comparable with non-EAL parents).

# data[].attributes.subject
Parents of EAL pupils routinely attend all setting events (at a rate comparable with non-EAL parents).

# data[].attributes.headline
All staff know about EAL timescales and the difference between BICS and CALP; expectations of EAL children are appropriately high.

# data[].attributes.subject
All staff know about EAL timescales and the difference between BICS and CALP; expectations of EAL children are appropriately high.

# data[].attributes.headline
Practitioners highlight opportunities to use first/home language in a planned way and support children to do this.

# data[].attributes.subject
Practitioners highlight opportunities to use first/home language in a planned way and support children to do this.

# data[].attributes.headline
All practitioners proactively support new arrivals to join in adult-led activities alongside their peers. Where possible, activities are modified to reflect children’s home cultures, thereby facilitating their engagement.

# data[].attributes.subject
All practitioners proactively support new arrivals to join in adult-led activities alongside their peers. Where possible, activities are modified to reflect children’s home cultures, thereby facilitating their engagement.

# data[].attributes.headline
Governors/Senior Leadership Team member monitors and actions safeguarding considerations in relation to culture.

# data[].attributes.subject
Governors/Senior Leadership Team member monitors and actions safeguarding considerations in relation to culture.

# data[].attributes.headline
Linguistic diversity is visibly celebrated throughout the setting, including multilingual signs, artefacts and audio-enabled resources, so children can hear their languages being spoken.

# data[].attributes.subject
Linguistic diversity is visibly celebrated throughout the setting, including multilingual signs, artefacts and audio-enabled resources, so children can hear their languages being spoken.

# data[].attributes.headline
All staff have a full understanding of what constitutes good practice for all children with EAL and this is reflected in everyday practice within the setting.

# data[].attributes.subject
All staff have a full understanding of what constitutes good practice for all children with EAL and this is reflected in everyday practice within the setting.

# data[].attributes.headline
The range of activities offered reflects the linguistic and cultural diversity of the setting and wider community.

# data[].attributes.subject
The range of activities offered reflects the linguistic and cultural diversity of the setting and wider community.

# data[].attributes.headline
The named member of staff with responsibility for EAL monitors assessments to ensure EAL learners are not held back.

# data[].attributes.subject
The named member of staff with responsibility for EAL monitors assessments to ensure EAL learners are not held back.

# data[].attributes.headline
Groupings and setting decisions involve a range of staff; these are reviewed at least termly and there is flexibility to move EAL pupils based on findings.

# data[].attributes.subject
Groupings and setting decisions involve a range of staff; these are reviewed at least termly and there is flexibility to move EAL pupils based on findings.

# data[].attributes.headline
The named member of staff with responsibility for EAL can critically evaluate commercially available resources and staff are able to produce/use bespoke resources for their learners of EAL.

# data[].attributes.subject
The named member of staff with responsibility for EAL can critically evaluate commercially available resources and staff are able to produce/use bespoke resources for their learners of EAL.

# data[].attributes.headline
The named member of staff with responsibility for EAL works with the leadership team to analyse progress and attainment data in a variety of ways; action is taken to address any discrepancies that are identified.

# data[].attributes.subject
The named member of staff with responsibility for EAL works with the leadership team to analyse progress and attainment data in a variety of ways; action is taken to address any discrepancies that are identified.

# data[].attributes.headline
Scheduled monitoring of EAL practice and provision identifies areas for development; there is an EAL Action Plan to address these in a planned way.

# data[].attributes.subject
Scheduled monitoring of EAL practice and provision identifies areas for development; there is an EAL Action Plan to address these in a planned way.

# data[].attributes.headline
The setting has a system for gathering and sharing relevant background information for new arrivals; this information informs teaching and learning.

# data[].attributes.subject
The setting has a system for gathering and sharing relevant background information for new arrivals; this information informs teaching and learning.

# data[].attributes.headline
The named member of staff with responsibility for EAL drives a collaborative approach to gathering and reporting EAL assessment data, involving a range of key staff.

# data[].attributes.subject
The named member of staff with responsibility for EAL drives a collaborative approach to gathering and reporting EAL assessment data, involving a range of key staff.

# data[].attributes.body
3rd January 2024

Half day training delivered by Jessica from Luton Borough Council on EAL.

The training covered the different stages of EAL and compared the LA draft EAL assessment tool with the RICCHER Federation EAL assessment tool.

It was noted that both had very similar information on, however the Federation one was more concise, including how to support children at each stage next to the statement. The federation tool also considered the 2-3 age group specifically.

The Federation tool focused solely on communication and Language where as the LA tool was based on the Bell Foundation screening which included literacy, reading and writing skills.

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We alreday had Lift off to Language interventions in place to support EAL children with understanding concepts in English.

We identified that there was a gap when wishing to support our children that were new to English. These children needed a structred way to learn Englidh Vocabulary.

This led to us adapting the Talking box intevention.

o   Talking Boxes have been streamlined and adapted by Myself and Kelly (with some support from Shagufta) to become a ‘new to English / Early Acquisition’ scheme of work for the A/B children.

o   Sets of words were chosen using a collaboration of information online including the Oxford dictionary ‘most common word ‘ and function words. These were put into groups and in order of most useful for learning in the nursery classroom. Some additional words were included by ourselves.

o   From here books were chosen for their simple coverage of the groups of words and based on children’s interests. Eg spot the dog, peppa pig etc. Plans were written for each set of words. These include a story and an activity / game using the words.

o   Talking box groups take place twice weekly (1 x full session 1 x activity session) and objects are out in the classroom daily to support the use of these words during their play.

o   Homework for parents to support the new words learnt is in the form of picture cards. There are 12 games to play with these cards on the website. – Website text can be translated into any language with a click of the translate button, and there are videos to demonstrate the game being played. A QR code to scan is on the sheets. This takes parents directly to the page.

o   Same plans for all age groups as the labelling words they need to learn are the same for any age.

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Talking Boxes training for Middle Leaders

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Talking Boxes training for Middle Leaders

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11th January 2024

During middle leaders meeting Jackie and Kelly delivered training and information for Middle Leaders on the delivery of the new Talking Boxes scheme of work.

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Talking box training for all staff at Pastures Way

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Talking box training for all staff at Pastures Way

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17th January 2024

Jackie and Kelly delivered training on Talking boxes to all staff at Pastures Way.

Gill Blowers Staff were familiar with delivering Talking boxes as a concept, they were given the new plans and resources to deliver the program in classes.

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This documantation was given out at the Middle Leaders meeting on 22nd March 2024 with the expectation that the information is diseminated to all staff during team meetings.

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The £300 from the SDP for Pastures Way to develop Talking boxes was used across the entire Federation to purchase all the books and resources required to deliver the program on all 3 sites. - 4 sets of resources. 1x Leabank, 1x Mossdale and 2 x Pastures way.

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All parents are encouraged to attend all activites and sessions on offer. 

# data[].attributes.subject
All parents are encouraged to attend all activites and sessions on offer. 

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We have a high turnout from all parents for Curriculum and Culture days. Wow Wednesdays have a fair turn out from parents each week. We offer information sessions such as transition to school.

We work especially hard to ensure that all parents attend parent consultations, offering varied times to attend and telephone appointments.

EAL parents access all these activities in proportion to non EAL parents, with Wow Wednesday having a higher preportion of aisian mums than any other demographic.

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Room leaders use their classroom budgets to purchase additional resources to support the Lift off to Language program.

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Room leaders use classroom budgets to purchase significant cultural items for their classroom.

Artifacts and everyday items are sourced through boot sales and charity shops.

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Proceedure for communicating with EAL parents

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Proceedure for communicating with EAL parents

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When communicating with EAL parents we need to take into consideration the fact that English is not their first language and that they may have limited understanding.

The website has a translation button that directly translates the text on pages to the language of their choice. - This enables the Federation to put important information on the website for parents to translate themselves.

We use text messages to remind parents of events happening and also to signpost to specific website pages. By using text messages, parents's phones can translate the message and the link taking them to the correct website page does not need to be read.

We aim to, where ever possible, invite someone that speaks the parents' mother tongue to important meetings. For example we have Polish and Urdu native speakers as staff members and we will utalise them as much as possible. We will also support the buddying up of parents who speak the same language at home. This is often useful when communicating with parents at the gate.

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Jackie reported to Governors on EAL.

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The initial registration form asks if English is the child's first language.

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Registration Form Federation Logo Simple

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Each child has a home visit before they start the new school year (or before they join us at nursery if not starting in September)

2 members of staff visit the child at their own home with their family to introduce themselves in familiar suroundings for the child.

This enables us to see the child before they arrive in nursery and find out all about them including what they like to do and which languages they speak. We can then prepare the classroom for their arrival to make them feel happy and welcome.

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All children have an hour pre-admission visit in class with their parents.

This enables the children to find their way around the classroom with the support of their family, alongside the teaching staff.

Parents and children have opportunities to ask questions and explore the environment.

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All children are integrated into the learning environment at their own pace. Following the home visti from staff and the pre-admissions visit to class with their family children are left to explore the nursery independently from their family. This is supported in class by adults and class buddies.

All children are different and the times vary for each child.

We would normally start with a 15-30 min visit during free play time leading up to 1 hour and half including one story group session. Visual timetables and schedules are used to support children with EAL

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Our Wow Wednesdays are well attended by all families including a high perectage of our EAL families as these pictures show

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All parents are encouraged to complete a culture wheel with their child so that we are able to get a greater understanding of their family life.

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Tasting , cooking and exploring special food for Black History Month. 

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Tasting , cooking and exploring special food for Black History Month. 

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During the week we got to try lots of different foods some that we had never tried before. The children had the opportunity to try Plantain that Clare cooked for us. We tried hard dough bread, spiced bun, a variety of different plantain crisps and some exotic fruits.

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The website for both Federation schools have a translate button at the top.

important written information is added to the website directly so that parents can translate the information easily.

A text message is sent directly to parents with a link to the website page.

The link included is an example of this.

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Population Health and Wellbeing
Arndale House
Luton
Bedfordshire
LU1 2LJ
26 January 2024
E: [email protected]
W: www.luton.gov.uk Reference
Important update from the Luton Director of Public Health- Measles
Dear Parents and Carers,
 Measles is highly contagious and can lead to complications such as ear infections,
pneumonia, and inflammation of the brain which require hospitalisation and on rare
occasions can lead to long term disability or death.
 Getting your child vaccinated (MMR) is the best protection, and it's not too late to be
vaccinated
 Getting your child vaccinated would also stop them from being sent home from school
to self-isolate for 3 weeks if there was an outbreak
Across the UK, particularly in Birmingham, Sheffield and London, the numbers of measles cases are
rising rapidly. At present, there are no known cases in Luton, however, local vaccine uptake is low,
with on average, 3 in every 10 children missing or not up to date with important vaccines. This
means the risk of infection and passing it on is much higher.
Spending 15 minutes or more in the same room as with someone infected with measles is enough to
catch the infection. Unvaccinated children may need to self-isolate for up to 21 days if they come into
contact with someone with the infection, meaning they wouldn't be able to go to school or childcare.
Getting vaccinated:
The MMR vaccine is a free, safe and effective way of protecting against measles, as well as mumps
and rubella. Children are usually vaccinated with MMR with two doses at 1 year and 3 years old.
However if your child has not had one or both doses, they can still be vaccinated now, and this would
still protect them from infection.

1. Children and young people can attend the regular local catch-up and community clinics held
around Luton. Invites may come directly to your home address or from your child's school.
Please respond if invited.

2. Contact the School immunisation and community catch-up team directly;
Tel: 0300 790 0594 or visit The School immunisation service (see below QR code)

3. Contact your registered GP practice, especially for adult vaccine queries.
Signs and symptoms
Anyone with symptoms is advised to stay at home, phoning their GP or NHS 111 for advice.
Typical signs and symptoms are:

High fever - Aching and feeling generally unwell.

Coughing - A blotchy red brown rash, which usually appears

Sore, red, watery eyes after initial symptoms
Regards
Sally Cartwright
Director of Public Health

Useful links QR code (scan for
more info)
The school immunisation service covering Luton, Bedfordshire and Milton Keynes.
Link: https://eput.nhs.uk/our-services/children-s-immunisation-and-vaccination-teambedfordshire-luton-and-milton-keynes/
NHS advice- Measles
Link: https://www.nhs.uk/conditions/measles/
NHS information and guidance on the MMR vaccine
Link: https://assets.publishing.service.gov.uk/media/63349f2c8fa8f50684f6ccad/UKHSA-12462-
vaccines-porcine-gelatine-English.pdf
The vaccine knowledge project
(independent, evidence-based information about vaccines and infectious diseases)
Link https://vaccineknowledge.ox.ac.uk/mmr-vaccine
Measles resources in additional languages
Afrikaans, Arabic, Bengali, Cantonese, Chinese, French, German, Herbrew, Hindi, Italian,
Lithuanian, Polish, Portuguese, Romany, Romanian Spanish, Swahili, Tagolog, Tamil, Turkish,
Urkrainian and Urdu.
Other formats include; audio braille, British sign language (BSL) video, easy read and large
prints
Link: https://www.gov.uk/government/publications/measles-dont-let-your-child-catch-it-flyer-forschools/measles-information-for-schools-and-healthcare-centres#order-or-download-print-copies
UKHSA warning on the spread of measles 19 January 2024
Link: https://www.gov.uk/government/news/measles-outbreak-could-spread-warns-ukhsa-chiefexecutive

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Measles Letter from Luton Council - Gill Blowers Nursery School

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Population Health and WellbeingArndale HouseLutonBedfordshireLU1 2LJ26 January 2024E: public.health@luton.gov.ukW: www.luton.gov.uk ReferenceImportant update from the Luton Director of Public Health- MeaslesDear Parents and Carers, Measles is highly contagious and can lead to complications such as ear infections,pneumonia, and inflammation of the brain which require hospitalisation and on rareoccasions can lead to long term disability or death. [...]

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EAL is an important part of the Federation SDP.

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Jackie researched and paid to do some additional EAL training online. All resources were downloaded so that they can be used with staff in the future.

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We have a Gill Blowers around the World playlist on our YouTube channel. There is a selection of stories read in languages other than English for families to access at home. Classes also use them during sessions.

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Celebrate the languages and cultures of the Gill Blowers family

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The website has games to play to support children with English vocabulary. Picture cards are sent home with a QR code on to access this page on the website. The text is able to be translated using the translate button and there are videos to support playing the games.

Eventually the plan is for a video of the words with the pictures is also on there to support with pronounciation, but this is prooving very time consuming.

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You have been given picture cards by class to help your child to quickly learn key English words. Here are some games you can play with them.

Picture Match

Each player takes a picture board. Each player takes a picture card in turn and says its name out loud. If a player finds that tile on their picture board they get to keep that tile and place it on their board. The first player to fill their picture board wins.

Kims Game

Place one of each card face up in front of you. Child names each picture out loud. Child closes eyes whilst one card is removed. Child opens eyes and says which card is missing.

Guess where!

Play in pairs. Child A turns all their cards face down and asks e.g. Where's the car? Child B points to a card and guesses Here! Child A turns the card over and says Yes, you're right! if it is the car, or No, this isn't the car! As soon as Child B guesses correctly and the car is found, they have the next turn.

Arrange the cards

Play with a screen e.g. an open book between them. Child A lays their cards in a row and then gives instructions e.g. cheese, biscuit, chicken etc. to their partner to order their cards in the same way. At the end children check that their cards are in the same order and then change roles.

Hooray!

Each child puts their cards face down in a pile. They turn over their cards at the same time and say e.g. I can see the ... mouse! As soon as they have a picture the same, they say Hooray! and take that pair of cards out of the game. The game ends when there are no more cards left.

I can see ...!

Child A holds up a book with one of the picture cards behind it. Child A says Look! and gradually moves the card up. As soon as Child B recognises the picture, they say e.g. I can see the ... robot! After three turns, the children change roles.

Can I have ...?

Children play in pairs. They each choose three cards from a set of picture cards and hold them in a fan so their partner can't see the pictures. Child A asks e.g. Can I have the lion, please? If Child B doesn't have the card of the lion, they say No. Sorry. If they do have the card of the lion, they say Here you are and give it to Child A, who says Thank you. Child B then has the next turn asking a question. The game ends when the children have discovered all each other's cards.

Musical cards

Place the picture cards face down Play any music and everyone dances, Pause the music. Children with the picture cards hold them up and name what's on their card in turn. Everyone claps and says e.g. Fantastic!

First one to touch ...!

Lay out their set of cards face up on their desks. Child A says e.g. (First one to touch the) ... strawberry! Demonstrate that the children should touch the correct card as fast as they can and say Me! After three turns another child has a turn at being the leader.

Snap!

Children play pairs. Each child puts their cards face down in a pile. They turn over their cards one at a time at the same time and say the words e.g. Giraffe! If they have the same picture, the child who says the word followed by Snap! first keeps the cards. The child with most cards at the end of the game is the winner.

Abracadabra!

Lay cards face down in a row. Child A points to Child B's first card, pretends to wave a wand and says e.g. Abracadabra! It's the butterfly! Child B turns over the card. If it's the butterfly, they say Yes! and leave the card face up. If it isn't the butterfly, they should say No! and leave the card face down. Child B then has the next turn.

Memory

Children play in pairs. Children lay out two sets of picture cards in random order face down on the desk. Child A turns over one of the cards and names what's in the picture e.g. Ball! They then turn over another card and repeat the procedure. If the two cards are the same, Child A keeps them. If they are not the same, Child A puts them back face down exactly where they were. Child B then has the next turn. The child with most cards at the end of the game is the winner.

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EAL Support Games - Gill Blowers Nursery School

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You have been given picture cards by class to help your child to quickly learn key English words. Here are some games you can play with them. Picture Match Each player takes a picture board. Each player takes a picture card in turn and says its name out loud. If a player finds that tile

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We have class pages on our wbsites, these show pictures of the activities we do in class.

Click on the buttons for each class to see what we do.

For ease I have added each class padlet below. Padlets are updated on the website in real time, keeping parents up to date with activities in class.

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Hello and welcome to The RICCHER Federation of Nursery Schools
In May 2022 we formed our Federation cementing the already strong relationship between Gill Blowers Nursery School and Pastures Way Nursery School.

The two Nursery Schools retain their individual characteristics and uniqueness that serve their local communities but are led by an Executive Headteacher - Joanne Iddenden and one Governing Body.

The benefits resulting from federating include the sharing of professional expertise between staff, increased staff motivation, research into the best Early Years practice, financial savings, sharing of resources, create a stronger framework to work in broader partnerships within and beyond Luton in support of local families, raise the profile and influence of maintained nursery schools.

We are proud to be working together so closely to continue the provision of high quality, extended services in our areas.

Follow us using the links below

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Hello and welcome to The RICCHER Federation of Nursery Schools In May 2022 we formed our Federation cementing the already strong relationship between Gill Blowers Nursery School and Pastures Way Nursery School.

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We have instagram accounts for each

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Welcome back to Instagram. Sign in to check out what your friends, family & interests have been capturing & sharing around the world.

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Everyday Language in class mother tongue

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Everyday Language in class mother tongue

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Within class we have sets of everyday words translated by native speakers to support staff to communicate with EAL children.

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Regular monitoring shows that the needs of children with EAL at all stages of acquiring English are being planned for and met in adult-led activities.

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Regular monitoring shows that the needs of children with EAL at all stages of acquiring English are being planned for and met in adult-led activities.

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Dual language core books have been purchased for each site.

This enables all children to take home a library book in their own home language.

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The following pictures are a selection of activities that have taken place in classes across the Federation that reflect the cultures of the children we have.

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The following pictures are a selection of activities that have taken place in classes across the Federation that reflect the cultures of the children we have.

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Following the whole School EAL training each class produced their own action plans.

These will be monitored and reviewed at the end of Summer Term 1 2024

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Staff members have key vocabulary in the languages spoken by children in their class on their lanyards.

There is potential to enhance this using the talking pen and stickers.

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This documantation was given out at the Middle Leaders meeting on 22nd March 2024 with the expectation that the information is diseminated to all staff during team meetings.

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BICS and CALP is woven into the EAL assessment tool

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BICS and CALP is woven into the EAL assessment tool

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The Federation EAL asseement tool highlights how to support children with English as an additional language. The right hands column gives practictioners everyday examples and suggestions.

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SLT hold progress meetings with room leads following the collection of mid term and end of year data.

Individual children are identified and interventions are discussed. This will include identifying EAL children and the effectiveness of the interventions in place for them.

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During weekly class team meetings the planning for the past week is evaluated. This includes discussing individual children, especially those that are in the focus group.

Teaching groups are reassessed each week and children are moved to the most appropiate group at the very first oppotunity, usually starting on the following Monday.

Sometimes children are moved between literacy groups on a weekly basis. This is due to the adaptive teaching method we have adopted. The 1st 2 weeks of the literacy planning is based around listening to and joining in with the story - which is suitable for children with limited English. The 3rd week is based on story mapping. In some situations these activities are not suitable for new to English children and they will join the Focus group which focuses more on listening and attention skills with more simple language.

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Staff members have key vocabulary in the languages spoken by children in their class on their lanyards.

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Staff members have key vocabulary in the languages spoken by children in their class on their lanyards.

There is potential to enhance this using the talking pen and stickers.

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The Family Worker team work with the Adult Learning Team at Luton to support the parents, espesally the mothers, to improve their Ranglish skills.

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The Family Worker team work with the Adult Learning Team at Luton to support the parents, especially the mothers, to improve their Eanglish skills.

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The EAL Lead collected data to show the progress made following interventions.

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The EAL lead produced this video to demonstrate to staff how EAL childre could feel when joining the class for story time.

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We assess the children's EAL stage using the EAL Assessment tool. If we continue to have concerns about how the child is progressing or how they present in everyday class situations room leads complete the SEND initial concerns form that goes to the SENDCo after 6 weeks. It highlights all the support currently given in class, including EAL interventions and support.

The SENDCo can then establish if there are additional needs that need addressing on top of the difficulties that EAL can pose.

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SLT and the EAL lead analyse whole school data at 3 points in the year, baseline, mid term and end of year.

The data for EAL children is examined to ensure that a child is not universally considered Not Yet Met across the board. It is important that expectations of EAL children are high, especially in areas that do not require language to demonstrate competence, eg Physical development, Maths and EAD.

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We alreday had Lift off to Language interventions in place to support EAL children with understanding concepts in English.

We identified that there was a gap when wishing to support our children that were new to English. These children needed a structred way to learn Englidh Vocabulary.

This led to us adapting the Talking box intevention.

o   Talking Boxes have been streamlined and adapted by Myself and Kelly (with some support from Shagufta) to become a ‘new to English / Early Acquisition’ scheme of work for the A/B children.

o   Sets of words were chosen using a collaboration of information online including the Oxford dictionary ‘most common word ‘ and function words. These were put into groups and in order of most useful for learning in the nursery classroom. Some additional words were included by ourselves.

o   From here books were chosen for their simple coverage of the groups of words and based on children’s interests. Eg spot the dog, peppa pig etc. Plans were written for each set of words. These include a story and an activity / game using the words.

o   Talking box groups take place twice weekly (1 x full session 1 x activity session) and objects are out in the classroom daily to support the use of these words during their play.

o   Homework for parents to support the new words learnt is in the form of picture cards. There are 12 games to play with these cards on the website. – Website text can be translated into any language with a click of the translate button, and there are videos to demonstrate the game being played. A QR code to scan is on the sheets. This takes parents directly to the page.

o   Same plans for all age groups as the labelling words they need to learn are the same for any age.

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The LA note of visit highlights how practitioners adapt practice for children with EAL.

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EYC visit to Pastures Way and Gill Blowers nursery schools 25 & 25 April 2024

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The Family Worker runs monthly reports on CPOMS to compare the number of EAL / Native English-speaking children who have concerns reported against them

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This flow chart supports staff to identify which screening tools and interventions to use when unsure if there is EAL communication issues, SALT issues or SEND issues.

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During the whole Federation EAL training the DSL reminded all staff of the TED approach.

Tell me

Explain

Describe.

The EAL Lead had already spoken to the DSL about how we could further support EAL children to disclose safeguarding issues. It was decided that we will add an additional S to the acronym TED which represents SHOW. This will support all children, especially EAL and SEND.

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Wow Wednesday,Mother's day tea, culture days and curriculum days are ways to get parents into nursery. We aim to cater for all parents making the activities fun and multi cultural. 

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Wow Wednesday,Mother's day tea, culture days and curriculum days are ways to get parents into nursery. We aim to cater for all parents making the activities fun and multi cultural. 

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The Timekettle translation app and products are being trailed in the Federation to support EAL parents during conversations with staff about their children. There are some teething issues - including the proxy blocks in place on the app from the school internet- that need to be ironed out.

We started with the cheapest TimeKettle Zero at £40 which showed the potential of the devise. We will be looking at upgrading this to a higher spec model that will translate spoken English into different home languages in real time.

Initial tests have confirmed that Polish, Urdu and Romainian are accurate translations.

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We are looking into how AI can support our EAL parents. The idea is to make instructional videos and translate these into the languages required by our parents.

I tested the concept with a simple video and found that the Spanish and Urdu were very accurate.

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We are in the early stages of exploring the potential of the Talking pen.

Many of the dual language books we already have are compatible with the pens and we are in the process of finding a way to use the recordable stickers to produce key phrases and words to support EAL children to settle.

This is an exciting project that will take time to develop.

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PenPal Multilingual Touch and Read EAL Pen

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An electronic pen that works by reading micro barcodes linked to specific audio files and plays aloud in over 50 different languages. Start Learning!