CHILDREN, YOUNG PEOPLE AND EDUCATION
7 APRIL 2011
EDUCATION, LEISURE & LIFELONG LEARNING SERVICES
REPORT OF THE HEAD OF SUPPORT SERVICES AND
COMMISSIONING DEVELOPMENT – A THOMAS
INDEX OF REPORT ITEMS
PART 1 – Doc. Code: CYPEB-070411-REP-EL-AT
SECTION A – MATTER FOR DECISION
Report Item Page No Wards Affected
Local Authority Minority Ethnic Achievement 2-15 All
Part 1, Section A, Item 1
Local Authority Minority Ethnic Achievement Support Policy
Purpose of the Report
To approve the Local Authority Minority Ethnic Achievement Support Policy.
Since NPT ceased SLA with Swansea EMLAS team, there has been a need to
produce a policy that meets the needs of Ethnic Minority learners in this LA
and has reference to the School Effectiveness Framework, the Foundation
Phase and the aims of the NPT Children & Young People’s Plan.
The existing policy is limited in that it refers mainly to the SLA agreement
rather than supporting best practice. It is EAL dominated with scant reference
to cultural diversity.
Schools need to identify that they are adhering to LA policy and this
document, along with supporting guidance devised by the MEAS team, will
enable them to develop a whole school ethos which reflects the diversity of the
pupils in the County Borough.
That the above policy be adopted.
Reason for Proposed Decision
To enable the policy to be implemented
List of Background Papers
Jan Hoggan: MEAS Team Leader
Tel: 01639 642636
Local Authority Minority Ethnic Achievement Support Policy
(a) Implementation of Decision:
The decision proposed is for implementation after the three day call in
(b) Sustainability Appraisal:
Community Plan impacts
Economic Prosperity - no impact
Education & Lifelong Learning - positive
Better Health & Well Being - no impact
Environment & Transport - no impact
Crime & Disorder - positive
Welsh Language - no impact
Sustainable Development - no impact
Equalities - no impact
Social Inclusion - positive
There has been no requirement under the Constitution for external
consultation over this item.
Working to raise the attainment of Black and Minority
Ethnic Pupils and those with English as an Additional
ROLES & RESPONSIBILITIES 5
LOCAL AUTHORITY 5/6
ASSESSMENT AND WELSH ASSEMBLY GOVERNMENT
7/8/9 STAGES OF LANGUAGE ACQUISITION
EAL PUPILS WITH ALN AND MORE ABLE
AND TALENTED PUPILS 9
WORKING IN PARTNERSHIP 9
ADDITIONAL GUIDANCE FOR PRIMARY AND 10
FURTHER READING/INFORMATION 10
COMMUNITY GROUPS AND ASSOCIATIONS 11
LIST OF USEFUL WEBSITES 11
This Policy is concerned with Ethnic Minority (EM) pupils, who may
be underachieving and pupils who have a home language other
than English or Welsh and who are in the process of learning to
use English as an Additional Language (EAL) in Neath Port Talbot
schools. Throughout this policy, these pupils will be referred to as
NPT CBC Community Plan 2010-20 and the Children and Young
People’s Plan, clearly articulate the vision that every citizen of NPT
should be encouraged to play a part in making all our communities
better places in which to live, work and visit for ourselves and
future generations. Education should enhance achievements,
cultural and leisure opportunities, lifelong learning and skills
training. Education is at the centre of community development, we
need to work in partnership with other agencies and services to
help shape the future.
Schools and local authorities (LAs) have a legal duty, under the
Race Relations Amendment Act 2000, to promote race equality.
This includes making sure that every child has the opportunity to
achieve the highest possible standards and leaves school
equipped for the next stage of his or her education or training.
Central to this duty is a requirement to collect and analyse
attainment and other data by ethnic group and put in place
strategies, including target setting and monitoring to close gaps in
The Foundation Phase for our youngest children gives more
emphasis to celebrating differences and developing children’s
knowledge and understanding of racial, cultural and religious
diversity in order to increase their understanding of the influence of
multi-culturalism in shaping our society.
The School Effectiveness Framework (2008) states that one of the
purposes of schools is to “promote a culture of social inclusion and
respect for diversity, particularly through developing the wellbeing
of learners and personalising their learning.
The NPT Children and Young People Plan 2008/2011 emphasises
the Welsh Assembly Government core aims for children and young
people – that they are listened to, treated with respect, and have
their race and cultural identity recognised. The partnership is
committed to valuing diversity and promoting equality of
In Neath Port Talbot EM/EAL pupils come from a range of ethnic
and linguistic backgrounds. The numbers and predominant
groups, from which EM/EAL pupils come, are also constantly
changing. The Local Authority and schools therefore need to be
aware of changing levels of need and priorities for the use of
Over 900 pupils (4.4% of the NPT school population) have been
identified as being from an EM background or who have EAL.
More than 41% of these pupils have been identified as having
In NPT there are 47 languages spoken by pupils with EAL in NPT,
Pupils in NPT are from a variety of ethnic backgrounds, these
Bangladeshi & Chinese
It is important not to make broad generalisations about pupils, the
communities from which they come and their needs.
Some EM/EAL pupils may have arrived in school having had a
certain amount of exposure to the English language and the local
culture, others are newcomers to both. This could apply to some
EM/EAL pupils born in the UK. Recently arrived pupils may have
developed literacy skills in their home language and have
comparable schooling to their age equivalent peers. Other EAL
pupils may have experienced interrupted or no previous education.
Neath Port Talbot aims to support schools
in carrying out their responsibility to EM/EAL learners in their
entitlement to equal access to the curriculum and raising the
attainment of these pupils to ensure they achieve their
to be proactive in removing barriers which stand in the way
of EM/EAL pupils’ learning and success
to provide EM/EAL pupils with a safe, welcoming, nurturing
environment, where they are valued and encouraged and
can participate fully in a community where cultural diversity
in delivering the Welsh Assembly Government’s Core Aims
and specific responsibilities under:
o The Equality Act 2010
o Race Relations Amendment Act 2000
o The Human Rights Act 2000
o School Effectiveness Framework 2010
o ESTYN Supplementary Guidance on the inspection of
racial equality, the promotion of good relationships and
English as an additional language September 2010
Roles and Responsibilities
Neath Port Talbot LA will provide advice and guidance to assist
schools to fulfil their responsibilities. The Minority Ethnic
Achievement Support (MEAS) Team are part of the Education
Development Inclusion Service (EDIS) and are funded by the
Minority Ethnic Achievement Grant (MEAG).
The MEAS team work with schools to help them develop a whole
school approach to meeting the needs of their EM/EAL pupils.
Meet initially with a member of the school Senior
Management Team to look at school needs and whole
school policy for EM/EAL pupils
Support mainstream teachers to enhance their provision for
EM/EAL pupils and help to develop cultural awareness and
understanding in order to promote global citizenship.
Assist in the collection of the annual Minority Ethnic
Achievement Grant survey (Autumn Term)
Support schools with the assessment process, ensuring that
EM/EAL pupils are given the correct Stage of English (Welsh
Assembly Government EM/EAL Stages of English)
Support and advise on working with EM/EAL pupils,
suggesting strategies and targets to ensure pupils access
Facilitate appropriate Staff training (including ADDs
sessions, INSET and short courses) to address the needs of
Loan Bilingual teaching resources
Advise on purchasing EM/EAL teaching resources
Promote Home/school liaison. Members of the team can
support induction meetings with new pupils and their
families/carers and other meetings with teachers.
Provide information about minority languages and new
arrivals countries of origin
Advise on interpreting and translation and where possible
arrange for an interpreter.
Provide additional guidance materials for Primary and
Secondary schools (See Page 10)
have a responsibility to:
Produce, implement and monitor a Race Equality Policy
Respond effectively to racist incidents and use Local
Authority (LA) agreed procedures to ensure that all incidents
are reported to the LA.
Ensure that the needs of pupils from EM/EAL groups are
considered in the School Development Plan and have a
policy for supporting EM/EAL pupils
Provide a safe environment which enables learners from
minority ethnic groups to reach their full potential
Develop an ethos in which diversity is respected and valued,
promoted and celebrated
Identify learners from EM/EAL groups and set challenging
targets for their achievement
Make effective use of data, identifying groups and individuals
at risk of underachievement and developing appropriate
strategies in response
Monitor pupils’ progress and evaluate rigorously the
effectiveness of the strategies put in place
Put in place appropriate programmes of professional
development for staff and ensure the whole school benefits
from EM/EAL professional development courses provided
externally to the school
Work in partnership with parents, minority communities and
the LA, to support and extend pupils’ learning
Ensure effective procedures are in place for EM/EAL pupils
who transfer from school to school.
MEAS can support teachers to assess EAL pupils using the Welsh
Assembly government 5 Stage Model of EAL Acquisition. By also
keeping track of achievement in all school assessments given to
EM/EAL pupils and their monolingual peers, schools will ensure
that EM/EAL pupils are monitored for possible underachievement.
The Welsh Assembly Government 5-Stage Model of EAL
Pupils who have English as an Additional Language can take up to
2 years to develop conversational/social fluency in English.
However it can take up to a further 5 – 7 years to develop
academic fluency in English that is comparable to monolingual
peers. Across Wales a simple 5-stage model of English
acquisition is used to describe a pupil’s ability in English. This is a
‘best-fit model’ to
provide a simple and consistent model for us to use to make a
general assessment. Pupils may be at one stage for speaking
and listening and another for reading and writing. More detailed
descriptions, with target setting, strategies and suggested
resources are available from the MEAS team, which can be used
for formative assessment. It is crucial that pupils are encouraged
to maintain their first language to ensure they successfully learn
any additional language (s). New pupils may go through a “silent
period”, where they are internalizing the new language and
A. New to English
May use first language for learning and other purposes.
May remain silent in theclassroom.
May copy/repeat some words and phrases.
May understand some everyday English expressions but have
minimal or no English literacy.
Needs considerable support.
B. Early Acquisition
May follow day-to-day social communication in English.
Beginning to use spoken English for social purposes.
May understand simple instructions and can follow
narrative/accounts with visual support.
May have developed some skills in reading and
May have become familiar with some subject specific vocabulary.
Still needs significant support.
C. Developing Competence
May participate in learning activities with increasing independence.
Able to express self orally in English but structural inaccuracies are
Literacy requires ongoing support, particularly for understanding
text and writing.
May be able to follow abstract concepts and more complex written
Requires support to access the curriculum fully.
Oral English developing well, allowing successful engagement in
activities across the curriculum.
Able to read and understand a wide variety of text.
Written English may lack complexity and contain occasional
evidence of errors in structure.
Needs support to access subtle nuances of meaning, to refine
English usage, and to develop abstract.
EM/EAL Pupils with Additional Educational Needs (AEN) and
More Able and Talented Pupils
Most EM/EAL pupils needing additional support do not have AEN
needs. Teachers should expect the same percentage of EM/EAL
pupils to present with AEN as within the general school cohort.
However, should AEN be identified during assessment, EM/EAL
pupils will have equal access to school AEN provision. Some
EM/EAL pupils may under perform in standard school
assessments which may not allow for cultural/linguistic differences.
MEAS will provide guidance where there are concerns.
Similarly there may be EM/EAL pupils who are more able and
talented even though they may not be fully fluent in English.
Working in partnership
NPTCBC and MEAS work in partnership with schools to develop a
whole school and whole community approach to supporting
EM/EAL pupils. Some schools have had grants from the British
Council to support Language and Cultural Activities. A Primary
and Secondary EM/EAL Professional Learning Community have
been established to share good practice. Good links have been
established with Neath College and various local community
groups and associations to support ethnic minority pupils and their
families and these are listed on page 11.
Additional Guidance for Primary and Secondary schools
MEAS can provide additional guidance for induction procedures for
new EM/EAL pupils in schools, how to access interpreting and
translation and how to support pupils gaining access to the
National Curriculum and raise the achievement of EM/EAL pupils.
Advice can be given on supporting Secondary pupils taking
GCSEs in community languages and other areas such as
transition, curriculum, interpreting and home/school liaison.
Additional funding has been received from the European Social
Fund for a project to provide support for targeted pupils (11-19
More detailed 5 stage model of EAL Language Acquisition,
including targets, strategies and suggested resources (CD
MEAS team leaflet
Primary Guidance for newly arrived EM/EAL pupils NPT
Secondary Guidance for supporting EM/EAL pupils NPT (in
A Model School Policy for supporting EM/EAL pupils NPT
Many Voices, One Wales, a DVD for schools on meeting the
needs of pupils from minority ethnic backgrounds in Wales
English as an Additional Language, Meeting the Challenge in
the Classroom, (2009) Haslam L et al, David Fulton
NPT CBC Community Plan 2010-20
Neath Port Talbot Children and Young People’s Plan 2008-
School Effectiveness Framework 2010
Framework for Children’s Learning for 3-7 year olds in
Estyn Supplementary Guidance September 2010
Neath Port Talbot Local Authority/School Partnership
Race Equality Policy NPT CBC
Recording Racial Incidents NPTCBC
Community groups and associations
Swansea Bay Racial Equality Council
Polish School – Saturday Mornings 9.30-12.30
Cefn Hengoed Community School
Swansea SA1 7HX
Swansea Chinese Community Co op Centre
African Community Centre
Neath Port Talbot Tigers
Anthony Walker Foundation
Useful websites for resources and translation
A list of websites regularly used by teachers of EM/EAL pupils
is available from MEAS
This draft policy is a result of a MEAS short course for NPT
Primary and Secondary teachers on writing an EM/EAL policy
( 30.6.10),working in partnership with Newport GEMS and Vale
of Glamorgan EMAS and several meetings with the NPT
Primary Professional Learning Community (PLC) for EM/EAL:
Roz Goldman, Head Teacher of Creunant Primary School and
Chair of LLAN, Primary Head Teachers group
Julie Walters EDIS Development Officer (Foundation Phase)
Kate Key former EDIS Teacher Development Officer
(Foundation Phase) and acting deputy head teacher Pen Afan
Louise Jefford Head Teacher Groes Primary School
Cathie Long SENCO Gnoll Primary School
Kath Davies SENCO Alderman Davies CIW Primary School
Lesley Mitchell EM/EAL link person and class teacher
Ynysmaerdy Primary School
Cefn Saeson Comprehensive School