Pupils arrive at CCF for a variety of reasons – which include being a refugee or asylum seeker but there is also a significant minority of pupils who are accompanied by family members working on fixed term contracts with international companies. Our aim in school is to ensure that all pupils feel safe, settled and valued and a sense of belonging so that they can learn effectively.
Pupils learning English come from a variety of language backgrounds. There are approximately 14 languages. There are many settled bilingual communities in the school who speak a different home language to English. Most of them have acquired English rapidly.
We have an inclusive approach to curriculum and learning whereby we use a ‘Buddy’ system for newly arrived students. We match them with a speaker of their own language who will familiarise them with day to day school life.
On the VLE there is a DVD in 14 languages explaining the British Education System.
Mrs Parveen Pahlan, is of English as a second language and has been working at CCF since 1997 in this capacity. PGCE (Institute of Education) and Chartered Qualified Teacher. She is the Ethnic Minority Coordinator for the school. She leads, manages and works collaboratively with mainstream teachers and support staff to plan and deliver effective English language support to English as additional language students, to speed their acquisition of English and facilitate access to the curriculum
Contact Mrs Parveen Pahlan (EAL/EMA Coordinator ) for more info:
Aims and enrichment
My aim is to raise attainment and the narrow the gap of achievement for EAL students. It is the school policy that bilingual students should have equal opportunities to access the curriculum – staff in all departments are committed to raising the achievement of bilingual learners.
To help raise awareness of our diverse school community and help boost EAL students confidence, speaking and listening skills I coordinate themed workshops and assemblies on topics such as Black History Month, Refugee Week. EAL students are encouraged to give insight of their background to other students so others can better understand their history. ie. Refugees are asked to tell their stories to we can understand their plight.
Arrange trips to London so EAL students can gain experience of London life and trips to work places for future career prospects. ie. Bank of England. In school workshop given by Bank of England.
In English lessons the specialist EAL teacher works in partnership with the English teacher to plan and deliver lessons and to maximise the support available for students. New arrivals at an early stage of learning English require an intense period of induction. After that they are grouped into classes according to their ability. ‘New arrivals are fast tracked’ if there are indications that they have the ability to progress. When bilingual beginners have become orally fluent and have reached Level 4 Language in Common they are described as being Advanced EAL Learners.
GCSE Results: EAL pupils scored higher than other pupils in most subjects. EAL students make outstanding progress English – 75%. Maths – 100%. DT – 100%. PE – 100%. History – 75%
EAL students usually achieve 5 A* – C which is well above the national average.
100% A* – A in GCSE Community Language.
Key stage 3
Key stage 3
I support subject teachers with their topics and provide differentiated work accordingly. Ie. English –Oliver Twist, Private Peaceful, Buddy and chosen Shakespeare plays.
I provide simple chapter analysis, easy reader books, character and plot break down, visual worksheets and differentiated assessment tasks.
Beginner bilingual grids which can be obtained by EMASS website
Basic skills books (Collins series) (Scholfield & Sims) (Springboard & Comprehension)
EAL English Language builder (PMP Publications)
Bilingual dictionaries with words and pictures.
Key stage 4
Key stage 4
I support subject teachers with their topics and provide differentiated work accordingly. Ie. English – Inspector Calls, Macbeth and Animal Farm – I provide simple chapter analysis, easy reader books, character and plot break down, visual worksheets. Annotation of GCSE Anthology
Alternative routes are provided for students joining in year 10 or 11 for whom ‘standard GCSE provision’ is not accessible. I.e. ESOL and Entry Level GCSE.
GCSE Community languages exams are offered to all students who can speak read and write their own language fluently.