What forms of support do you offer to learners for whom English is not their first language to participate in mainstream academic and vocational courses?

• LA bilingual support when available-up to 10 hours total (2)
• LA specialist teacher; in-class support
• Full staff INSET on strategies for new arrivals and Advanced Bilingual Learners (ABL) (2)
• Assessed for special provision in GCSE courses
• Advice/strategies for staff including  early profiling circulated to relevant staff
• in-class support/TA support in key NC subjects where possible (3)
• Some withdrawal/1:1 (3)
• Staff mentor
• Language support
• LSA support where appropriate (3)-settling in, timetable, planners, survival skills, buddy system
• Counselling re appropriate option choices
• Polish speaking English teacher helps 3 Polish speaking pupils
• Bilingual dictionaries used, also in exams if/when available (2)
• Extra time in exams if in country less than 2 years
• Chinese teacher helps Chinese speaking pupils (mostly boarders)
• Offered GCSEs in first language, early entry (2)
• After school club
• Induction booklet written by pupils from different ethnic backgrounds, supported by pupil mentor; study support sessions in learning resource centre, after school club with dedicated ESOL teacher, homework and support sessions after school with specialist support staff available for 1:1 work-all of which are ongoing and accommodate pupils throughout the year at whichever point they start.
• Volunteer scheme for parent translators
• Referral to LA, EMTAS/outside agencies (3)
• Buying additional EMTAS time prior to external exams as necessary
• All have severe or profound learning difficulties-signing, symbols and simple speech (English is L1 according to parents) – Special school

• In-class or out-of class additional support available to students on full time programmes dependent upon assessment and fee status eg 1:1 tuition (3)
• Group EAL lessons
• Access arrangements for exams
• English tuition via IELTS (academic and vocational)

• School aims to be as inclusive as possible whilst taking into account individual needs. We believe the students with EAL acquire English more effectively through the mainstream curriculum
• Students at school are encouraged to take a GCSE and/or A-level in their own language as soon as possible
• Most, but not all ESOL students, take IELTS. Some ESOL students do not need the extra ‘support’ nor the qualification. 20% in 07-08 are not receiving support.
• Foundation IELTS has replaced the Cambridge PET course that was previously run.

What English Language entry requirements do you use for access to mainstream subjects at:

• GCSE

• AS/A2

• Vocational Courses, eg BTEC/NVQ/CGLI

• Other?

• No entry requirements-for GCSE or BTEC-operate an equal access policy for all subjects, inclusive approach; all pupils are entered for GCSEs regardless of level of English, each student is encouraged to try as many mainstream subjects as possible with appropriate support offered (4)
• N/A (4)
• Judged on an individual basis, on whether the student is able to complete the exam
• English Level 3 SATs for GCSE/BTEC
• Level 4 English
• No formal policy: we try to enter everyone for everything but always talk to pupils and parents if there are issues

• All courses have minimum entry criteria dependant on previous exam results or experience
• All students screened in literacy and numeracy upon entry to new course within college
• Students place on appropriate level IELTS course according to results of ‘in-house’
  assessment/placement test. These tests override GCSE English results
• For GCSE and level 2 courses: assessment at interview
• For A level +level 3 courses: GCSE English grade C; where not taken an equivalent qualification plus assessment at interview

What courses do you provide specifically to support learners for whom English is not their first language?

We are interested in ESOL classes, induction courses (covering  ESOL, numeracy, ICT, citizenship, study skills etc) and any other types of programme that you offer specifically for such learners

• None (8)
• English in a flash started in Oct 07 for new arrivals to the country
• Adult numeracy and literacy, adult national curriculum levels 1,2 and 3 as appropriate.
• Bespoke support based on individual needs for heritage language GCSEs
• After school club giving tuition in Nepali to 17 pupils

• IELTS (Academic)from ‘foundation’ to ‘Proficiency’ level-2 terms. Start September each year. Usually examined at end of April. Lower level students take 2 years of IELTS. Offer re-sit class to Year 13. ESOL students taking Numeracy, ICT etc. treated exactly as native speakers (6^th form).
• N/A (6^th form)
• Presently providing over 75 courses for ESOL learners:
• -discrete reading/writing/ESOL classes/groups on school site for adults/parents

What entry requirements do you apply to the above courses?

• N/A (8)
• New arrivals with EAL
• Pupils must be on roll at school
• Needs-led (2)

• Students placed on appropriate level IELTS course according to results of ‘in-house’ assessment/placement test. These tests override GCSE English results
• N/A
• Assessment of language skills for all new ESOL students-based on Basic Skills agency initial assessment questions. Discuss fee implications and advise on most suitable course(s) for students

How do you promote your ESOL related provision to new 14-19 arrivals to this country?

• We do not do this at the moment. We are involved in a number of conversation groups which we hope will ultimately be included in our SEN prospectus
• Referred by Head of Year who assesses need
• Not currently promoted
• Where ESOL is noted on admission paperwork, EMA co-ordinator is alerted and will interview pupil and generally parents
• There is a careers co-ordinator who liaises with the school liaison officer from the two colleges. Information is passed on to these colleges when bilingual learners are interviewed after their application has been completed. Predicted grades and CATS scores are passed to the colleges
• Parents approach the school on an individual basis when they move into the area
• Nothing currently promoted done due to no demand as yet/ N/A (7)
• Part of SEN/inclusion policy

• Marketing materials available in different languages
• Conversion of course details available on website - Arabic, French, Dutch, Spanish, Chinese and Japanese
• No publicity. Discussions at open evening and at interview
• Not currently advertised in the course guide/on website. However promoted at open evenings, information evenings and to partnership schools via links between ESOL specialist and schools’ EAL co-ordinators
• We use three agents to promote study in the UK: Aspect, INTO and White House Guardianships. We formerly also used Cultural Homestay Europe (CHE).