|SLE NAME: Jacob Perrin|
|Current position: Class teacher, English Lead.||Current school: Park Academy|
|Current phase and year group teaching in: Year 6 (10-11 years)|
|Current leadership responsibility: English Lead|
|Area (s) of expertise: English as an Additional Language|
Background/experience of leadership in subject/area of expertise: (max 300 words)
As current English lead for our Academy, I am responsible for ensuring pupils make consistently good (or better) progress in reading and writing. As such, I regularly look to identify areas for development so that all pupils can make progress. Language acquisition is one integral part of this and can often be challenging for professionals to accommodate and feel confident in.
Last year, I worked alongside other professionals with the BELL Foundation to develop a clear understanding of language proficiency and its impact on learners accessing the curriculum. During this time, I was responsible for leading CPD sessions on EAL learners including sessions on Differentiation, Comprehensible English and Assessment Frameworks for EAL learners. Recently, I gained a silver level accreditation with the Foundation.
Furthermore, I have also worked with Newly Qualified Teachers to help educate new staff on the importance of EAL learners and implemented classroom strategies that positively impact on EAL pupils’ development of language, especially in Key Stage 2. This has involved providing quality 1 on 1 coaching, planning workshops and working collaboratively with others to ensure that good classroom practice is shared. In addition, I have also worked with our Teaching School to develop resources for our EAL portal, designed to help schools adapt to changes within this area.
Recently, I have begun work on the EAL Pathway through Connect and the Language for Results Project from the Bell Foundation, designed to audit school provision and plan in manageable steps to support schools in this area of learning.
Personal ambition statement for SLE deployment: (150 words)
Since beginning my career in the Boston area, I have always had a keen interest in English as an Additional Language and the process of language acquisition. I am passionate about teaching and always look to ensure that first quality teaching occurs within my classroom in our school.
My motivation to take on the role of SLE stems from the challenges we often face in relation to EAL. With this in mind, I hope to actively participate in developing strategies and processes that can be implemented to support children in accessing the curriculum so that EAL learner’s outcomes are in no way limited or capped.
I look forward to working with other professionals in this area and hope to continually develop my own knowledge and understanding of language and ultimately, share good EAL practice so that all children within our settings can succeed.
SUPPORTING EAL LEARNERS
There are now over 1.5 million learners in English schools who speak English as an Additional Language (EAL). In the Boston area we have seen the population double in less than 7 years, many of the new children to our schools are EAL speakers.
Our experience in supporting these children to access the English language, and therefore the curriculum, has been honed over a number of years and our ability to initiate above average progress for these learners has been recognised in our designation as a Centre of Expertise by the Bell Foundation.
The Bell Foundation’s main focus is to work with partners on innovation, research, training and practical interventions. By generating and applying evidence, we aim to change practice, policy and systems for children, adults and communities in the UK disadvantaged through language.
The Bell Foundation’s flagship EAL Programme aspires to improve the educational outcomes of children who have English as an Additional Language, in order to benefit the individual child and society as a whole.
Language for Results is a long term, not for profit, evaluated training intervention designed by The Bell Foundation which seeks to improve the attainment of children who speak English as an Additional Language (EAL) by developing the knowledge and skills of school staff. The intervention is informed by research on EAL educational achievement and school approaches to the education of EAL students carried out by leading universities.
Connect TSA have four trained Bell Foundation Licensed Practitioners (BFLPs)who are licensed to deliver Language for Results as well as individual Bell Foundation EAL training modules which can be tailored to support other school needs.
Benefits for schools
- Our BFLPs will support senior leaders and review current EAL policies and provision, highlighting areas of effective practice and areas for development.
- We will create a bespoke implementation plan for your school identifying CPD, workshops, one-to-one support training which includes specific guidance on EAL assessment.
- Resources to support staff will be identified and training given on how to effectively utilise them in the classroom.
- There will be consistent and thorough evaluation of the effectiveness, quality and impact of the interventions.
Outcomes for schools
- Sustainable EAL provision embedded as part of a whole school, integrated approach to supporting EAL learners and teaching staff.
- Staff will be more confident and appropriately skilled to support children with EAL.
- Schools quickly become local ‘experts’ and can support other schools.
- Schools become better connected to local communities.
For information about the bespoke support our BFLPs can provide and the resources available, please contact firstname.lastname@example.org or telephone: 01205 312153.