# data[].attributes.body
As a federation we use all available resources to us to support individual cultures and beliefs.

Where possible we draw on the knowledge and understanding of practitioners, parents and the local community to enable everyone to understand and respectfully negotiate any problems. For example many Asian families do not like their children being outside in the rain as they believe it will make them ill. Our Pakistani staff member is able to address this concern in a way that is understood and appreciated by the family.

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The setting has robust systems to share details of all L1 assessments with staff; outcomes inform setting-wide practice and provision.

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The setting has robust systems to share details of all L1 assessments with staff; outcomes inform setting-wide practice and provision.

# data[].attributes.headline
All practitioners have an awareness that there may be potential barriers to children’s access and engagement that are related to culture rather than to EAL; those that may be relevant to a particular child are discussed with parents/carers AND the named member of staff with responsibility for EAL offers support to parents/carers to work with their child to reduce any barriers that may arise from cultural difference.

# data[].attributes.subject
All practitioners have an awareness that there may be potential barriers to children’s access and engagement that are related to culture rather than to EAL; those that may be relevant to a particular child are discussed with parents/carers AND the named member of staff with responsibility for EAL offers support to parents/carers to work with their child to reduce any barriers that may arise from cultural difference.

# data[].attributes.headline
All practitioners have an awareness that there may be potential barriers to children’s access and engagement that are related to culture rather than to EAL; those that may be relevant to a particular child are discussed with parents/carers.

# data[].attributes.subject
All practitioners have an awareness that there may be potential barriers to children’s access and engagement that are related to culture rather than to EAL; those that may be relevant to a particular child are discussed with parents/carers.

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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. 

# data[].attributes.body
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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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.

# data[].attributes.attachment_link.title
Find your Perfect Translation Earbuds | Product Compare

# data[].attributes.attachment_link.description
Customers can quickly compare products with the use of the product compare function, Without visiting each product page and manually evaluating the features.

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We dressed up in our own cultural outfits.

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Children have been immersing themselves in different activities around the Hindu festival of Diwali for our first Culture Day of the school year.

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Noah was showing his mum the Sign 4 Feeling signs. This is one of the ways we help children to explore their emotions and also express their feelings.

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Come and join Anisha every Wednesday at 11am and 3pm to take part in a range of exciting activities with your child.

Parent partnership is a vital aspect of nursery culture, not only does it lend itself to supporting your child's learning but also enables staff to make future curriculum decisions. Thank you to all that attend!

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Parent workshop for parents of children 'new to English'

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Parent workshop for parents of children 'new to English'

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Parent workshops are becoming very popular across all 3 sites of the Federation and are very well attended. We have received lots of great feedback which has informed the development of new sessions. The Talking box workshop was requested by several EAL parents that attended the first maths session. They asked for more information on how they can support their child's English.

# data[].attributes.headline
Parent workshop for parents of children 'new to English'

# data[].attributes.subject
Parent workshop for parents of children 'new to English'

# data[].attributes.body
Parent workshops are becoming very popular across all 3 sites of the Federation and are very well attended. We have received lots of great feedback which has informed the development of new sessions. The Talking box workshop was requested by several EAL parents that attended the first maths session. They asked for more information on how they can support their child's English.

# data[].attributes.headline
Parent workshop for parents of children 'new to English'

# data[].attributes.subject
Parent workshop for parents of children 'new to English'

# data[].attributes.body
Parent workshops are becoming very popular across all 3 sites of the Federation and are very well attended. We have received lots of great feedback which has informed the development of new sessions. The Talking box workshop was requested by several EAL parents that attended the first maths session. They asked for more information on how they can support their child's English.

# data[].attributes.body
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.

# data[].attributes.attachment_link.title
Find your Perfect Translation Earbuds | Product Compare

# data[].attributes.attachment_link.description
Customers can quickly compare products with the use of the product compare function, Without visiting each product page and manually evaluating the features.

# data[].attributes.body
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.

# data[].attributes.body
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.

# data[].attributes.attachment_link.readable_text
Terms and conditions: 1. This offer is valid until 23.05.2024 and applies to selected full priced qualifying items only. 2. Cannot be used in conjunction with any other offers and is subject to availability. 3. This offer can only be used once per customer. 4. TTS Group reserve the right to change these terms & conditions on reasonable notice. 5. Offer is only open to customers based in the UK (inc. Channel Islands and Isle of Man). 6. Discounts are applied to the ex-VAT sub-total amount. 7. Offer is applicable online only and excludes Items included in other promotions. 8. Code: SPRING24 must be added into the basket to activate promotion and is only valid on orders placed online. 9. Use of the code SPRING24 will supersede any other promotions that may have been activated. 1. Excludes Selected Items due to stock position 1. Other exclusions may apply.

# data[].attributes.attachment_link.title
PenPal Multilingual Touch and Read EAL Pen

# data[].attributes.attachment_link.description
An electronic pen that works by reading micro barcodes linked to specific audio files and plays aloud in over 50 different languages. Start Learning!

# data[].attributes.body
Each class has a list of children that are recieving additional interventions to support their barriers to learning. The EAL children have their stage of EAL recorded.

# data[].attributes.body
Each class has a list of children that are recieving additional interventions to support their barriers to learning. The EAL children have their stage of EAL recorded.

# data[].attributes.headline
Morris dancing. Parents and children joined in with dancing in the garden to a lovely music.

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Morris dancing. Parents and children joined in with dancing in the garden to a lovely music.

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Children experienced looking at languages from other cultures. Parents shared stories with their children. Children explored story bag props from the books they read in nursery too.

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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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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.

# data[].attributes.body
Learning walk observations are conducted by SLT throughout the year within all classes. They use this form to record their findings. It is worth noting that there is not a specific section on reporting about how EAL children are supported as we feel that all children should be catered for on their own individual needs and as such practice should be adapted and reflect this.

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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

# data[].attributes.body
In class we have a wide variety of music playing in the background. We use playlists on YouTube to enable us to reflect the interests and cultures of our children.

The nursery rhymes in other languages are particularly loved. You often see children stopping and listening when a nursery rhyme comes on in their home language.

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Kids Songs from Around the World |Waltzing Matilda | Sakura Sakura |  Kidsongs TV Show | PBS Kids

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Everyday Language in class mother tongue

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Everyday Language in class mother tongue

# data[].attributes.body
Within class we have sets of everyday words translated by native speakers to support staff to communicate with EAL children.

# data[].attributes.headline
Everyday Language in class mother tongue

# data[].attributes.subject
Everyday Language in class mother tongue

# data[].attributes.body
Within class we have sets of everyday words translated by native speakers to support staff to communicate with EAL children.

# data[].attributes.body
Learning walk observations are conducted by SLT throughout the year within all classes. They use this form to record their findings. It is worth noting that there is not a specific section on reporting about how EAL children are supported as we feel that all children should be catered for on their own individual needs and as such practice should be adapted and reflect this.

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Luton Adult Learning courses are for all adults in Luton but they have a specific focus towards supporting EAL parents.

# data[].attributes.body
Luton Adult Learning courses are for all adults in Luton but they have a specific focus towards supporting EAL parents.

# data[].attributes.body
Learning walk observations are conducted by SLT throughout the year within all classes. They use this form to record their findings. It is worth noting that there is not a specific section on reporting about how EAL children are supported as we feel that all children should be catered for on their own individual needs and as such practice should be adapted and reflect this.

# data[].attributes.body
During SABA meetings we discuss individual children and their strengths and barriers.

Sometimes additional support from the Family Worker is needed to support parents to parent their children.

The Family Worker has access to lots of online courses for parents, especially the SOLIHULL programme which is available in many different languages.

1:1 meetings can take place and if required we will aim to support the parents by inviting a native speaker of their home language that they know and trust. This can be especially helpful when discussing toilet training and behaviour as there can sometimes be a cultural difference that needs addressing.

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Data is reported to the Governors at 3 points in the academic year, baseline, mid term and end of year.

The data is considered across the whole federation, and in year groups and individual classes.

Reports are generated to allow for specific groups of choldren to be directly compared. These groups include EYPP / non EYPP, EAL / Non EAL and Girls /boys.

Data trends are discussed with room leads and actions to address any concerns are put into place.

# data[].attributes.body
Each class has a list of children that are recieving additional interventions to support their barriers to learning. The EAL children have their stage of EAL recorded.

# data[].attributes.headline
Multi cultural learning -EID culture day, cooking & music

# data[].attributes.subject
Multi cultural learning -EID culture day, cooking & music

# data[].attributes.body
At the Federation we include lots of different cultures within our curriculum. One such example is our EID culture day where parents and children were encouraged to cook and try traditional Indian and Pakistani foods. During the day staff that celebrate EID chose their favorite music to play in class.

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We regularly visit boot fairs to purchase cultural artifacts and clothes.

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The RICCHER Federation are in the process of applying for grant funding from the ASDA Foundation to purchase additional resources to support all children with EAL.

This grant is being applied for as EAL is a school focus and we have identified the need for more resouces.

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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

# data[].attributes.body
This shows that interventions are helping EAL children to make accelerated progress.

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

# data[].attributes.attachment_link.title
EYC visit to Pastures Way and Gill Blowers nursery schools 25 & 25 April 2024

# data[].attributes.body
The LA note of visit highlights how practitioners adapt practice for children with EAL.

# data[].attributes.attachment_link.title
EYC visit to Pastures Way and Gill Blowers nursery schools 25 & 25 April 2024

# data[].attributes.body
The LA note of visit highlights how practitioners adapt practice for children with EAL.

# data[].attributes.attachment_link.title
EYC visit to Pastures Way and Gill Blowers nursery schools 25 & 25 April 2024

# data[].attributes.body
The LA note of visit highlights how practitioners adapt practice for children with EAL.

# data[].attributes.attachment_link.title
EYC visit to Pastures Way and Gill Blowers nursery schools 25 & 25 April 2024

# data[].attributes.body
This note of visit demonstrates how practitioners consider EAL when assessing children.

# data[].attributes.headline
Parent workshop for parents of children 'new to English'

# data[].attributes.subject
Parent workshop for parents of children 'new to English'

# data[].attributes.body
Parent workshops are becoming very popular across all 3 sites of the Federation and are very well attended. We have received lots of great feedback which has informed the development of new sessions. The Talking box workshop was requested by several EAL parents that attended the first maths session. They asked for more information on how they can support their child's English.

# data[].attributes.body
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.

# data[].attributes.attachment_link.readable_text
Terms and conditions: 1. This offer is valid until 23.05.2024 and applies to selected full priced qualifying items only. 2. Cannot be used in conjunction with any other offers and is subject to availability. 3. This offer can only be used once per customer. 4. TTS Group reserve the right to change these terms & conditions on reasonable notice. 5. Offer is only open to customers based in the UK (inc. Channel Islands and Isle of Man). 6. Discounts are applied to the ex-VAT sub-total amount. 7. Offer is applicable online only and excludes Items included in other promotions. 8. Code: SPRING24 must be added into the basket to activate promotion and is only valid on orders placed online. 9. Use of the code SPRING24 will supersede any other promotions that may have been activated. 1. Excludes Selected Items due to stock position 1. Other exclusions may apply.

# data[].attributes.attachment_link.title
PenPal Multilingual Touch and Read EAL Pen

# data[].attributes.attachment_link.description
An electronic pen that works by reading micro barcodes linked to specific audio files and plays aloud in over 50 different languages. Start Learning!

# data[].attributes.body
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.

# data[].attributes.body
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.

# data[].attributes.attachment_link.title
Find your Perfect Translation Earbuds | Product Compare

# data[].attributes.attachment_link.description
Customers can quickly compare products with the use of the product compare function, Without visiting each product page and manually evaluating the features.

# data[].attributes.body
As a Federation we believe that we consider all children as individuals. We felt that an appendix to support our current policies would be the best way to highlight how we specifically support our EAL children across the RICCHER Federation.

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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. 

# data[].attributes.subject
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. 

# data[].attributes.body
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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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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The EAL Lead collected data to show the progress made following interventions.

# data[].attributes.body
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 Federation uses our own SABA assessment documentation to assess our children.

SABA (Strength and Barrier Assessment)

SABA has six monthly child developmental milestones, which we use to monitor children’s development. The milestones are a reflection of what we think a ‘typical’ Gill Blowers child should be able to achieve. We believe it is fairer to assess children as individuals against milestones related to age rather than a ‘best fit’ judgement against a mixed aged group of children at certain points in the year. If children do not meet their age related milestones practitioners will identify barriers to learning and these then become an action for staff to support the child.

When a child starts with us we complete a baseline and use the milestones that are closest to the child’s age to determine whether they are ‘on track’ or require extra support to meet the milestones.

On the month of a child’s birthday, then again 6 months later, we carry out a ‘Spotlight’ observation and assessment and moderate as a team to assess the child against our SABA milestones. We share this information with parents and work in collaboration to ensure that children are supported to meet the milestones for their age.

A review is carried out two months later to enable practitioners to reflect on the child’s progress and what has been achieved. We review the planned learning opportunities and interventions and consider if they have had a positive impact.

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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 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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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.

# data[].attributes.body
Staff members have key vocabulary in the languages spoken by children in their class on their lanyards.

# data[].attributes.body
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.

# data[].attributes.body
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.

# data[].attributes.body
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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The Family Worker runs monthly reports on CPOMS to compare the number of EAL / Native English-speaking children who have concerns reported against them

# data[].attributes.body
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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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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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.

# data[].attributes.body
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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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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BICS and CALP is woven into the EAL assessment tool

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BICS and CALP is woven into the EAL assessment tool

# data[].attributes.body
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.

# data[].attributes.body
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

# data[].attributes.headline
Everyday Language in class mother tongue

# data[].attributes.subject
Everyday Language in class mother tongue

# data[].attributes.body
Within class we have sets of everyday words translated by native speakers to support staff to communicate with EAL children.

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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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We have instagram accounts for each

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

# data[].attributes.subject
Tasting , cooking and exploring special food for Black History Month. 

# data[].attributes.body
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.