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EAL provision at All Saints is embedded, ambitious and evidence-informed. Through a whole-school approach combining universal classroom practice with targeted support, we ensure that developing proficiency in English accelerates achievement across the curriculum.

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EAL Intent All Saints Church of England Primary School (2)

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We use the Five Principles for EAL Pedagogy developed by The Bell Foundation to ensure our approach to supporting multilingual learners is research-informed, inclusive and focused on both high expectations and effective language development.

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Achievement Cohesion and Integration Service (ACIS)

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Achievement Cohesion and Integration Service (ACIS)

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The Achievement Cohesion and Integration Service (ACIS) supports families who are International New Arrivals (INA`s) and have recently arrived in Bolton. This includes families who have previously lived in the UK but have been out of the country for two years or more, all asylum-seeking families who move into Bolton and families from Gypsy, Roma and Traveller (GRT) communities

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Support for families new to the UK – Bolton Council

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The Achievement Cohesion and Integration Service (ACIS) supports families who are new to the UK and speak English as an additional language (EAL), including families from Gypsy, Roma and Traveller (GRT) communities to apply for school places in Bolton.

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Visuals are a powerful tool in supporting pupils who use English as an Additional Language (EAL) because they reduce cognitive load and make meaning immediately accessible. When pupils are learning both new content and a new language simultaneously, visuals help bridge the gap between what they understand conceptually and the English vocabulary needed to express it.

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Our Language Club is designed to support vocabulary development and build confidence in spoken English, particularly for pupils who are new to English (International New Arrivals).

Through engaging, interactive activities, pupils develop everyday language in a relaxed and supportive environment. Sessions focus on high-frequency vocabulary, practical classroom language and conversational phrases that help pupils navigate school life confidently.

We use games such as vocabulary bingo, matching activities, role-play, barrier games and structured speaking challenges to make learning enjoyable and meaningful. These activities provide repeated opportunities for talk, helping pupils rehearse new words, practise sentence structures and develop fluency.

The emphasis is on building confidence in everyday communication — asking for help, joining in play, participating in class discussions and expressing ideas clearly. By strengthening oracy and vocabulary in a small-group setting, pupils are better prepared to engage fully in classroom learning and wider school life.

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We assess pupils who use English as an Additional Language (EAL) using a structured EAL Assessment Profile.

This framework tracks progress in listening, speaking, reading and writing, identifying each pupil’s stage of English proficiency. Assessment is ongoing and helps us set appropriate targets, plan classroom support and provide targeted interventions where needed.

Regular review ensures that every child receives the right level of challenge and support to access the full curriculum and achieve their potential.

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We are committed to ensuring that all families feel informed, welcomed and confident in communicating with school. To support this, we provide a home–school communication booklet translated into families’ home languages wherever possible.

These booklets help parents understand key school routines, expectations and important information about their child’s learning. By offering communication in families’ own languages, we reduce barriers, strengthen partnerships and ensure that parents can engage fully in their child’s education.

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We celebrated one of our school values- 'Fellowship'. Each class focused on a different country. We had lots of fun learning about these different places and celebrating our school diversity.

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The Racing to English programme is designed to support pupils who are new to English or in the early stages of language acquisition. This targeted intervention helps pupils rapidly develop essential everyday and academic vocabulary so they can access classroom learning with greater confidence.

Through structured, engaging sessions, pupils build skills in speaking, listening, reading and writing. The programme focuses on high-frequency vocabulary, sentence development and practical language needed for school life. Activities are interactive and supportive, giving pupils repeated opportunities to rehearse and apply new language in meaningful contexts.

Racing to English accelerates language development, builds confidence and supports pupils to participate fully in lessons and wider school life.

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We use ClassDojo to strengthen communication between school and home. One of the key benefits of ClassDojo is its built-in translation feature, which allows messages to be automatically translated into families’ home languages.

This helps ensure that important information about school events, learning updates and key announcements is accessible to all parents and carers. By removing language barriers, we promote clear communication, build strong partnerships with families and ensure that everyone can stay informed and involved in their child’s education.

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At All Saints, we use Read Write Inc. to teach systematic synthetic phonics. This structured programme ensures that pupils learn to read accurately and fluently from the earliest stages of school.

Through daily phonics lessons, children are taught to recognise sounds, blend them to read words and segment them to spell. The programme is carefully sequenced, with regular practice and repetition to secure understanding. Pupils are grouped according to their phonics stage so that teaching is closely matched to their needs.

Systematic phonics is particularly important for pupils who use English as an Additional Language, as it builds strong foundations in decoding, pronunciation and vocabulary. By securing early reading skills, pupils gain confidence, access a wider range of texts and develop the language needed to succeed across the curriculum.

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Research, including information shared by the National Health Service (NHS), highlights the many benefits of bilingualism for children’s development. Speaking more than one language can strengthen cognitive skills such as problem-solving, memory and concentration. It can also enhance communication skills, cultural awareness and flexibility in thinking.

For children who use English as an Additional Language, maintaining and developing their home language alongside English supports both wellbeing and academic achievement. Bilingualism does not confuse children; instead, it builds stronger language foundations and contributes positively to brain development.

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Our Oracy Framework plays a central role in supporting pupils who use English as an Additional Language (EAL). By placing structured talk at the heart of learning, we provide regular, purposeful opportunities for pupils to practise and develop spoken English in a supportive environment.

The framework ensures that speaking and listening skills are taught explicitly, not left to chance. Pupils are supported to:

Develop everyday and academic vocabulary

Rehearse sentence structures before writing

Articulate ideas clearly and confidently

Listen actively and respond appropriately

Build fluency through repeated, scaffolded talk

Teachers model high-quality language, use sentence stems and talk frames, and carefully structure pair and group discussions. This reduces language anxiety and increases participation, particularly for pupils in the early stages of English acquisition.

By embedding oracy across the curriculum, we enable EAL learners to strengthen both language proficiency and subject understanding simultaneously. Structured talk builds confidence, deepens comprehension and empowers pupils to take an active role in their learning.

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We use Blank Levels of Questioning to support pupils who use English as an Additional Language (EAL) by carefully matching the language demands of questions to a child’s stage of understanding.

Blank Levels provide a structured framework that moves from simple naming and identifying (Level 1) to explaining, predicting and reasoning (Level 4). This helps teachers:

Adjust questions so they are accessible but still challenging

Scaffold understanding step-by-step

Develop vocabulary and sentence structure

Support pupils to move from concrete language to abstract thinking

For EAL learners, this approach reduces language barriers while maintaining high expectations. It allows pupils to build confidence in speaking and understanding English, gradually developing the academic language needed to succeed across the curriculum.

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We use Colourful Semantics to help pupils who use English as an Additional Language (EAL) develop clear and confident sentence structure. This approach uses colour-coding to break sentences into key parts, such as who, what doing, what, where and when.

By visually organising sentence components, pupils can see how English sentences are built. This makes grammar patterns explicit and supports pupils to:

Build complete, grammatically accurate sentences

Expand simple sentences into more detailed responses

Understand word order in English

Develop both spoken and written language

Colourful Semantics is particularly effective for EAL learners because it combines visual support with structured language practice. It reduces cognitive load, strengthens understanding of sentence structure and builds confidence in communication across the curriculum.

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Subject-specific vocabulary (often called Tier 3 vocabulary) is essential for pupils who use English as an Additional Language (EAL) because it unlocks access to the curriculum. Words such as photosynthesis, evaporation, classification, circulatory system or electrical circuit carry precise meanings that are rarely encountered in everyday conversation.

For EAL learners, understanding these words is not just about language — it is about accessing knowledge. Without explicit teaching of subject-specific vocabulary, pupils may understand the concept in their home language but be unable to demonstrate their knowledge in English.

Teaching subject vocabulary explicitly:

Ensures pupils can fully participate in lessons and discussions

Enables accurate explanation of scientific, mathematical and historical concepts

Builds academic language needed for assessment and progression

Reduces cognitive overload by clarifying key terms before complex learning begins

Supports both reading comprehension and written expression

By carefully sequencing and revisiting subject-specific vocabulary across year groups, we ensure that EAL learners develop the academic language required to succeed in every subject, while maintaining high expectations and ambitious curriculum access.

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All Saints is a proudly diverse and multilingual school community. Around 70% of our pupils speak English as an Additional Language (EAL), compared to approximately 23% nationally, reflecting the rich linguistic and cultural diversity of our local area.

We currently welcome 22 International New Arrivals (INA) to our school, including pupils who have recently joined us from countries such as Nigeria and Iran. We provide targeted support to ensure that these pupils settle quickly, feel safe and valued, and develop confidence in both everyday and academic English.

A wide range of languages are spoken across our school, and this multilingualism is a strength that we actively celebrate and nurture. Our pupils come from a broad range of ethnic backgrounds, with the largest groups including Pakistani (46%), White British (12%), Black African (5.6%) and Other Asian backgrounds (5.3%), alongside many other heritages represented across the school community.

This diversity enriches our curriculum, strengthens our inclusive ethos and reflects the vibrant community we serve. We are committed to ensuring that every child, regardless of language or background, feels valued, included and supported to achieve their full potential.

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A Word Aware approach is particularly important for pupils who use English as an Additional Language (EAL) because it makes vocabulary teaching explicit, structured and memorable. Rather than assuming pupils will pick up new words incidentally, Word Aware ensures that vocabulary is deliberately taught, practised and revisited.

Pupils explore new words in multiple ways — identifying sounds and syllables, discussing meaning, using the word in a sentence, linking to actions, songs or visuals, and displaying words on a word wall. This multi-sensory approach strengthens understanding and retention.

For EAL learners, this is crucial because:

Academic vocabulary is often not heard in everyday conversation.

Pupils may understand concepts but lack the English words to express them.

Repetition and structured rehearsal build confidence in speaking.

Breaking words down (sounds, syllables, meaning) supports pronunciation and reading.

Explicit teaching reduces cognitive load and increases independence.

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We display multilingual signs throughout our school to ensure that all families feel welcomed, valued and included from the moment they enter our building. Key areas such as reception, classrooms and shared spaces include signage in the home languages represented within our community.