The evidence about EAL learners is clear: <\/p>\n\n\n\n
proficiency in English is the single most important predictor of their achievement. Yet, though they represent over 20 per cent of the school population, they remain largely invisible within current education policy. <\/p>\n\n\n\n
Research shows that a pupil\u2019s level of proficiency explains four to six times more variation in attainment than gender, ethnicity, and free school meal status combined<\/em>.<\/p>\n\n\n\n These findings, while important, are unsurprising. English is the primary language of instruction in the UK, and pupils with low proficiency struggle to access the curriculum without support. National pupil database<\/a> analysis confirms attainment gaps for those who have low proficiency, arrive later into the school system, or are from certain first language groups.<\/p>\n\n\n\n The curriculum review is, therefore, a welcome development \u2013 a rare and important opportunity to reform a system that all-too-often fails to support EAL learners effectively<\/a>.<\/p>\n\n\n\n Insights from over one hundred of our partner schools highlights simple and practical changes needed across the curriculum, assessment, and accountability.<\/p>\n\n\n\n A highly prescriptive curriculum falls short in today\u2019s multilingual classrooms. Greater flexibility is needed to tailor learning for EAL pupils ensuring they leave school fully equipped with the skills they need.<\/p>\n\n\n\n Over recent years, the narrowing of academic pathways has been to the detriment of EAL learners. The vocational learning offer from Key Stage 3 onwards should be re-invigorated to better equip these learners for the future.<\/p>\n\n\n\n Our partner schools report that the huge cultural capital that EAL pupils bring often goes unrecognised due to pressures to \u201ccover\u201d a narrow curriculum representing only a limited section of society. <\/p>\n\n\n\n Updating it to include diverse texts and materials reflecting the rich diversity of the classroom, with guidance on connecting learning to students’ cultural and linguistic backgrounds, would enrich their educational experience and foster inclusivity.<\/p>\n\n\n\n Assessments relying heavily on English proficiency to demonstrate learning can significantly disadvantage EAL learners, particularly teenagers entering school later who are new to the language. <\/p>\n\n\n\n These learners face a dual challenge: being tested on both subject knowledge and their ability to understand and express it in English. This double burden often prevents them from showcasing their true potential.<\/p>\n\n\n\nA reflective curriculum<\/strong><\/h2>\n\n\n\n
New approaches to assessment<\/strong><\/h2>\n\n\n\n