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Inclusion: EAL

Inclusion- EAL pupils at Prince Rock Primary

High Quality Education

We are very proud at Prince Rock to have so many pupils who have different cultures, religions and languages. It makes our school a vibrant and exciting place to learn and grow. Children are taught about acceptance, diversity and equality and learn so much from each other. All children at Prince Rock are taught that ‘we are all different but equal’. This message is at the core of our work with EAL learners. Our aim is that all children can access a broad and balanced curriculum, where they are able to achieve, are challenged and supported appropriately and where achievements are celebrated. Our children have diverse backgrounds and cultural identities. Our aim is to celebrate these differences and similarities. We want to support and develop all children to thrive, be happy and make progress. At Prince Rock, we are committed to ensuring that all pupils, for whom English is an additional language, succeed and reach their full potential. We aim to celebrate the diversity in our school and believe the inclusive community that we foster can then act as a role model for an inclusive society. We aim to provide high quality teaching to all children. EAL learners are immersed in mainstream education with additional focused intervention where necessary. Learning is carefully planned to provide for new arrivals and advanced bilingual learners and is personalised for the individual needs of EAL learners.


Our school

Nearly 30% of our pupils speak English as an additional language. There are at least 30 different languages spoken at home. Many of our children are bi-lingual and we recognise that there are many cognitive advantages to being bilingual and that bilingual children are often high achievers.  We strongly encourage families to speak their home language at home to develop their child’s use and knowledge of this home language. Teachers at Prince Rock are fully immersed in the EAL learning approach. Children new to the school are given an opportunity to settle into the class. Teachers then spend some time getting to know the children on a 1-1 basis, discussing their families and doing some number and reading games. Teachers are then able to plan for each individual child, providing support and challenge where necessary. Some children may take part in small group interventions or have some pre-teaching of vocabulary to help them access the language used in lessons.