The Kingsdale Foundation School Ethnic Minority Achievement (EMA) Department 

Promotes equality of opportunity for all minority ethnic groups. 
Responds to the needs of the pupils for whom English is an additional language.
Supports minority ethnic groups who are particularly at risk of underachieving.

EAL pupils are expected to work towards achieving the same levels/grades as their monolingual peers of the same age and ability. In order to facilitate the accessibility of curriculum, class work is differentiated and supported by EMA Teachers and Teaching assistants.

The 4 stages of fluency in English described below are intended to help teachers to identify pupils’ level of spoken English and enable them to appropriately plan the next stage of progress.

EAL Learners in the class

Tasks which the EAL learner can attempt, to gain access to lesson:

FIRST LANGUAGE: the bilingual learner's first language is valued and can be used to enrich the culture of the class as a whole. EAL learners may write something relevant to the lesson in their first language. Another pupil who speaks the same language or the learner's parents may be able to check the work.
CLASSROOM INSTRUCTIONS: make sure that the EAL learner can understand classroom instructions. Lessons with a format are easier for EAL pupils to follow.
PICTURES: drawing or cutting out pictures and labelling them. This can help the learner's acquisition of language.
EQUIPMENT/SYMBOLS: displays of and learning the names of equipment/symbols essential to your subject. This can be very effective with Science apparatus.
KEY WORDS: compiling a glossary of key words in your subject, subject, spelling of which can be learnt. Language specific to particular subjects is often used without questioning the extent to which pupils understand it.
ORAL PARTICIPATION: encourages EAL learners to participate as much as possible in oral work. It is important to help the learner to develop confidence and not to feel nervous about speaking in English. Group work is useful as EAL learners learn English most effectively by working alongside fluent speakers of the language.
CLOZE: filling in blanks in sentences or short paragraphs where the words are given or supplied from memory.
TRUE/FALSE: saying or writing whether a given sentence is true or false.
SEQUENCING: ordering sentences of pictures to form a continuous piece of writing or picture story.
WORDS AND MEANINGS: matching words and definitions.

The above tasks can be used to set up targets for the EAL learner. It is important that they always have something to do which is relevant to the lesson.

New to English

At this level students mostly use their first language for learning. For communicating purposes, they may use body language/signs or remain completely silent in the classroom. As they begin to gain confidence with time, they begin to show some competence; start repeating simple words and/or phrases. They may understand and begin to use some everyday expressions in English when speaking but may still have very little or no literacy in English.

The EMA (Ethnic Minority Achievement) department at Kingsdale school provides maximum in-depth support and guidance to all students at level ‘A’.  

Early Acquisition

Students at this level begin speaking and follow simple instructions in English. They start using English language to participate in both learning and social activities. They still need a significant amount of EAL (English as an Additional Language) support. Some may begin to follow narrative/account with visual input. They may also develop some skills in Reading and Writing and pick up and/or recognise some subject specific vocabulary.

Developing Competence

Students may become more expressive orally and begin to participate independently in learning activities. They may be able to follow some abstract and complex concepts in English writing, with apparent structural and grammatical inaccuracies. They may use words and phrases in their writing but may still have difficulty in comprehending texts. The EMA department aims to provide guidance and ongoing support to these students so that they are able to access the curriculum.


At this stage, students are fully capable of expressing orally and successfully engage in all learning activities across the curriculum. They can read and comprehend a wide variety of complex texts/books. Much improved structure and usage of abstract vocabulary is apparent in their written work. For students to accomplish the best standards in English language, the EMA department conducts a firm guidance programme.  


EAL students are at the same level of competency in line with those whose first language is English. They can fully access the curriculum and no longer need any support from the EMA department.

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