Schools to report EAL proficiency levels
Frank Monaghan
This data is required to inform policy on EAL high needs group – particularly as the current definition of EAL does not distinguish between pupils who lack a basic command of the English language versus those who are bilingual and have mastered English sufficiently to access the curriculum. English language proficiency statistics would therefore provide for the first time important national statistics on the characteristics of this group, along with their attainment and destinations.
Diane Leedham
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Jonathan Brentnall
Everyone
This new EAL English proficiency scale is based on the Welsh categories which has been on the system for Wales schools since 2008 or so.
I would recommend you read the article I wrote for NALDIC Quarterly called ‘EAL Assessment - Observations on data from Wales’(NALDIC Quarterly 2015 ISSN 1751-2182 Pages 18-28)
– not to blow my own trumpet but because it points out some of the shortcomings of the 5 Stage model and some of the dangers in the data when it is matched with attainment data – which it will be.
Accurate moderation is essential but valuable training time should certainly be used to complement any focus on assessment with a strong emphasis on good pedagogy to improve language development. The latter must not get lost because of the former.
Crucially important is the annual updating of records. If that isn’t done, then pupils who have progressed to higher stages but are still recorded at the earlier stages will skew results, making it look like early stage learners don’t actually need support!
Don’t try and rush pupils up through the stages to try and show progress – the 5 stages are too broad to be much use in that respect and it will do no good to rush pupils out of support before they’re capable of succeeding independently. Depending on age and a range of other background characteristics, most pupils will get to Stage C within a couple of years and then stay on Stages C and D for a long time. Use a more detailed alternative assessment scheme for monitoring and tracking progress and keep the two systems distinct from one another.
On the other side of the coin, don’t over-assess EAL pupils’ curriculum performance to make them look good. The first 4 EAL Stages indicate that an EAL pupil is BEHIND their typical English First Language peers’ level of academic language proficiency and still needs some support. Saying that Stage A and B pupils are attaining the expected levels (as if without any support) will not help anyone. In my view, no Stage A or B pupil should attain the expected levels in English/Language and Communication and few should attain it in other subject areas either until they are at least early Stage C – (though it depends on the linguistic demands of the tests used in subject areas like maths and science).
The good thing is that you will now be able to distinguish between the attainments of pupils at different stages rather than just having a binary EAL/not EAL distinction. Far from perfect but better than nothing.
Good luck
Jonathan
--
fdemie2
One another advantage is the data is collected as part of school census and can be linked without a problem to language census and all key stages assessments for research purpose.
Feyisa Demie
Diane Leedham
Though the likelihood of most of the data submitted being 'well moderated and assessed by well trained EAL teachers' seems a distant dream at the moment.
There is the additional frustration that as far as I know you have to do a FOI to get the detailed language census info (as opposed to the top level categories).
Unless someone knows where/how to access the Jan 2015 language info directly - in which case I would be most grateful if they would share.
Di
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fdemie2
I have not yet tried to access the 2015 data but you can access detailed language census data for all pupils including attainment data by applying to access npd data for research purpose. It takes at least 3 months.
I have managed to access detailed pupil level 2014 KS2 and GCSE data by languages and other background factors. It is a huge data and I am still working on it. Hope to publish as a research report.
Ann Horton
From: Diane Leedham <dale...@gmail.com>
To: Frank Monaghan <frank.mo...@gmail.com>
Cc: EAL-Bilingual <eal-bi...@googlegroups.com>
Sent: Monday, March 21, 2016 4:31 PM
Subject: Re: [EAL-Bilingual;4827] Schools to report EAL proficiency levels
judith.evans
Best wishes
Judith
Jonathan Brentnall
Judith
This would certainly improve accuracy of data at school level, especially in the early stages when pupils can progress through one or sometimes even two stages in a year, but I know some EAL teams in Wales have struggled to get all schools and data staff to update their pupils’ EAL Stage on the MIS every year, let alone every term.
In Wales, we have retained a single Annual census day for data but I note that, in England, many items are collected termly. The ‘old’ EAL category was collected termly but for this new item, the guidance says:
“an initial collection in autumn 2016, followed by an annual collection from spring 2017 onwards”
This means the data that will go into the NPD (and be used for national data aggregations and published stats) will be that collected in Spring and the EAL Stage will remain on the NPD until the following year. As we’ve found in Wales, this inevitably leads to a level of unreliability in the data as pupils whose EAL Stage was assessed in Autumn have data entered on MIS for the Spring census and then sit academic/curriculum assessments in Summer. The resulting match of EAL Stage with attainment data therefore links an EAL Stage assessed in Autumn with an academic performance several months later in the following Summer. This skews the national data ‘to the left’, making it appear that EAL pupils at lower EAL Stages are doing better.
For individualised data use in schools, it would be advisable to encourage schools to match EAL Stage at the time of sitting any assessments.
I think it’s probably a case of stressing the importance and value of having good data, and about sharing the expertise and responsibility amongst larger numbers of staff to ensure it gets done.
Jonathan
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fdemie2
Judith,
Updating termly is a good practice in school. It is useful to improve classroom practice and to share the evidence with headteacher and SMT in pupil progress meetings. This what all our school do at present. Most school organise pp meeting twice tremly to track EAL performance and identify additionsl targetted support.
However, for national or local purpose it is a huge exercise to collect termy data for over a million EAL pupils. It is best data is collected annually (preferably as part of January census).
Feyisa
O'Sullivan, Therese
Therese O'Sullivan
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fdemie2
Does any one knows the progress with this DfE proposal? I understand it needs the Secretary of State approval before it is included in school census. Any information is highly appreciated.
Feyisa
Ann Horton
From: fdemie2 <fde...@gmail.com>
To: EAL-Bilingual <eal-bi...@googlegroups.com>
Sent: Saturday, April 9, 2016 12:01 PM
Subject: [EAL-Bilingual;4894] Schools to report EAL proficiency levels
Does any one knows the progress with this DfE proposal? I understand it needs the Secretary of State approval before it is included in school census. Any information is highly appreciated.
Feyisa
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fdemie2
Feyisa
fdemie2
I checked the progress on this with some one at DfE today. They still awaiting final decision.
The good news is Capita SIMS has already put data collection guidelines using the five stages. It's software is ready for collection of data as part of school census starting Autumn term.
Feyisa
Diane Leedham
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serena buchan
Many thanks,
Serena
--------------------------------------------
On Tue, 12/4/16, Diane Leedham <dale...@gmail.com> wrote:
Subject: RE: [EAL-Bilingual;4902] Schools to report EAL proficiency levels
To: "'fdemie2'" <fde...@gmail.com>, "'EAL-Bilingual'" <eal-bi...@googlegroups.com>
Date: Tuesday, 12 April, 2016, 19:09
Diane Leedham
All waiting on Secretary of State sign off. Ridiculous state of affairs.
The same fluency data requirement is already on the new school transfer forms though. I don't think that is consultative - it's out there and live. Happy to be corrected on that
D
Ann Long
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Diane Leedham
I would be very surprised if it's not.
But if you check DfE website, Feyisa is absolutely right. Not ratified yet.
Exciting times! Or something.
D
Sent from my iPhone
Ann Long
fdemie2
The last time I spoke to the person leading last week no decision was made. He is really keen it is happening like many of us. In fact on the basis of this I even went ahead booking separate training day for our EAL teachers, SAO and data manager in our schools and academies.
Yes SIMS software have the guideline and that is to help them to be ready. It is always important to note the final decision with change in school census always lies with Secetary of State. There are implications for school workload.
I will check again tommorrow.
fdemie2
Feyisa
On Thursday, 21 April 2016 18:28:55 UTC+1, fdemie2 wrote:
The last time I spoke to the person leading last week no decision was made. He is really keen it is happening like many of us. In fact on the basis of this I even went ahead booking separate training day for our EAL teachers, SAO and data manager in our schools and academies.
Yes SIMS software have the guideline and that is to help them to be ready. It is always important to note the final decision with change in school census always lies with the Secetary of State. There are implications for school workload.
fdemie2
Enter code here...
On Friday, 22 April 2016 14:07:22 UTC+1, fdemie2 wrote:
I have checked again today as promised. Nothing yet. Lets hope decision will be made next week.
Fi
fdemie2
Feyisa
Griffin, Melanie
Hi all,
There hasn’t been a publication aimed at schools but all of the publications around data software indicate that this will be part of the October census and the January census 2016-17, as well as the CTF.
Another document on DfE Publications this morning supports this. https://www.gov.uk/government/publications/common-basic-data-set-cbds-database
It’s hundreds of lines of data information and I don’t recommend it as a fascinating read but the relevant lines are line 42 (old QCA Steps) and line 1393 (new Proficiency in English – see below)
There are too many columns to include here but for the Proficiency in English item the following column headings are indicated.
Autumn School Census 2016 Spring School Census 2017 CTF 16 CTF 17 Spring School Census 2018
Pupil | Pupil Characteristics | 100601 | Proficiency in English | A pupil's proficiency in English | A(1) | <ProficiencyInEnglish> | Inherited | Active | M |
| S | nnn | 2016-02-19 | in systems for inclusion in the 2016 Autumn Census | 0 | 0 | 0 |
Proficiency in English | |
A | New to English |
B | Early Acquisition |
C | Developing competence |
D | Competent |
E | Fluent |
N | Not yet assessed |
As Fi says, Capita have informed schools who use their system about this (but I think without the descriptors of the 5 stages).
Hopefully, DfE information to schools will be coming very soon.
Best wishes,
Melanie
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fdemie2
Feyisa
Jonathan Brentnall
Is anyone engaging with them about the accompanying stage descriptions?
The present ones are very selective and don’t allow for much interpretation of the gap between E1L and EAL pupils in the Early Years. Any EAL pupil with little or no experience of English prior to starting school will be a long way behind any E1L pupil who has had 4 or 5 years of English language exposure and opportunities for usage, even if their expressive language and literacy (as described in Stages A and B) may not appear hugely different from some of the less communicative E1L pupils. There will be a lot of passive vocabulary and grammar knowledge to catch up on.
Words like ‘some’, ‘simple’, ‘increasing’, ‘more complex’, ‘wide variety’ all have to be interpreted relative to age. The range of words, grammatical patterns and collocations that an average E1L pupil will have encountered in English, which all increase with age, are not really captured by the descriptions of the stages. Whilst this allows them to be used generally, across ages, it all depends on appropriate professional interpretation.
I think the crucial thing for teachers to understand is that, whatever age a child or young person is, any assessment should be informed by a broad profile of information, including knowledge of their background and experiences outside of school, to make sure they’re not over- or under-assessed.
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Diane Leedham
I think schools are going to have an enormous professional challenge when they clock this change for real. Not on the general radar yet. I know far more schools who only (sort of) assess new arrivals than those who have a fluency record for their full EAL cohort.
In my simple layperson’s way I have particular anxieties about the distinction between competent and fluent.
Willing to bet that most ‘advanced learners’ who make it onto the EAL register at all will be counted as ‘fluent’ when they aren’t. So the ‘plateau effect’ often noted at competency will be very hard to track and address.
I’m not against the scales at all but we are going to have to work very hard with schools via whatever channels of communication we can leverage to make them work.
Di ‘Cassandra’ Leedham
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Graham Smith
I think I can out Cassandra you, Di.
Highly skilled EAL experts will always (rightly) contest what these descriptors mean. When I monitored school returns in Newham in the early 90s, the arguments we had about what the descriptors meant were a valuable professional development tool for all concerned.
So in places like Bury and Peterborough, where there are skilled professionals to have that dialogue with schools, it may be a productive process. However, most schools do not have access to that kind of support. So how accurate do we think the data will be? I also have no doubt that there are companies currently developing software that they claim will test pupils and solve the problem for schools.
Even if all the data are accurate when assessments are made, they are out of date when people use them for other purposes, such as comparing stages of EAL development to national test results- a point I think Jonathan made rather well in NALDIC Quarterly not too long ago.
Graham
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fdemie2
I think the introduction of the stages of fluency is a step in the right direction. We need to welcome the DfE initiatives. The current information about EAL and non EAL is unhelpful for monitoring purpose and need to extend to stages of fluency in English, languages and ethnic background to gain more insight about the child achievement and progress.
However, I recognise there is a huge challenge ahead to make it work and improve some of the weaknesses in the descriptors. We need to find way to engage the Department once it is introduced and became a statutory returns in school census.
Feyisa
serena buchan
Has anyone lese received information on the following:
The DfE has introduced several new data items for the October School Census.
Pupil Country of Birth
Country of Birth has been added for both pupils on roll and for pupils no longer on roll. It will record the country in which the pupil was born, as stated by the parent/guardian and/or child (in the case of a child without a parent/guardian). The country of birth would be expected to be as appears on, or as can be derived from, the pupil’s birth certificate. It may also be as appears on, or as can be derived from, the passport. In the unusual circumstances where a child is born outside of national boundaries, e.g. in international water, they may be classified as 'Stateless'.
Pupil Nationality
Pupil Nationality has been added for both pupils on roll and for pupils no longer on roll. It will record the nationality of the pupil, as stated by the parent/guardian and/or child (in the case of a child without a parent/guardian). The pupil's nationality would be expected to be as appears on, or as can be derived from, the pupil’s passport or EEA (European Economic Area) identity card. For pupils with ‘Multiple Nationality’ (also known as ‘Dual Nationality’) more than one nationality may be recorded. In the unusual circumstances where a child is born outside of national boundaries, e.g. in international water, they may be classified under the nationality of the parent or as 'Stateless'.
The mind boggles as to the intent behind this action. As a colleague said to me 'Are we being asked to act as border police?' Apart from the difficulties involved in collating such data, is this actually legal? I have been informed that something similar was tried a few years ago and had to be rescinded. Can anyone advise? Surely it can be (and should be) challenged.
Serena
--------------------------------------------
On Fri, 29/4/16, fdemie2 <fde...@gmail.com> wrote:
Subject: Re: [EAL-Bilingual;5003] Re: Schools to report EAL proficiency levels
To: "EAL-Bilingual" <eal-bi...@googlegroups.com>
Cc: ransons....@btinternet.com, M.Gr...@bury.gov.uk
Date: Friday, 29 April, 2016, 15:42
Yes
capital SIMS has sent also the descriptors of the five stage
which I have a copy. However, I have no evidence yet if
the Secretary of State has approved to go ahead as planned
by DfE. If any one have any information please let me
know.
Feyisa
On Friday, 29 April 2016
software indicate that this will be part of the October
census and the January census 2016-17, as well as the
CTF. Another document on DfE
Publications this morning supports this. https://www.gov.uk/government/
publications/common-basic- data-set-cbds-database
It’s hundreds of lines of data
information and I don’t recommend it as a fascinating read
but the relevant lines are line 42 (old QCA Steps) and line
1393 (new Proficiency in English – see below) There are too many columns to
include here but for the Proficiency in English item the
following column headings are indicated. Autumn School Census 2016
Spring School Census 2017 CTF 16 CTF
17 Spring School Census
2018 PupilPupil
Characteristics100601Proficiency in
EnglishA pupil's
EnglishANew to
EnglishBEarly
AcquisitionCDeveloping
Ann Horton
From: 'serena buchan' via EAL-Bilingual <eal-bi...@googlegroups.com>
To: EAL-Bilingual <eal-bi...@googlegroups.com>; fdemie2 <fde...@gmail.com>
Cc: ransons....@btinternet.com; M.Gr...@bury.gov.uk
Sent: Saturday, April 30, 2016 6:41 PM
Subject: Re: [EAL-Bilingual;5008] Re: Schools to report EAL proficiency levels
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Griffin, Melanie
All this stuff is on the link I sent on Friday - you have to keep scrolling through lots of rows to find it but it's all there. There are various items on the new dataset relating to country of origin, nationality etc. It's all at https://www.gov.uk/government/publications/common-basic-data-set-cbds-database
It shows all the items for inclusion on the census and CTF.
Best wishes,
Melanie
________________________________________
From: 'Ann Horton' via EAL-Bilingual [eal-bi...@googlegroups.com]
Sent: 30 April 2016 19:59
To: serena buchan; EAL-Bilingual; fdemie2
Cc: ransons....@btinternet.com; Griffin, Melanie
Subject: Re: [EAL-Bilingual;5009] Re: Schools to report EAL proficiency levels
I've not heard of this, only about the new EAL proficiency levels.
I know that we check ID on admission, but we are more concerned with child protection issues e.g. whether the person who is described as someone's "aunt" actually has legal responsibility for the child. We had a very sad case a few years ago concerning a girl from Togo, which ended up with her being hustled out of the country back to Togo before Social Services moved to take her to a place of safety. This has made us very sensitive to this issue.
But otherwise, the only place where the country of birth is recorded is in my EAL register, and that is simply so that I can flag up to staff pupils who have only been in the UK a few years, so that staff are aware these pupils may need help with academic language. It certainly is not a legal document, I don't check nationality, only home language(s); and since some parents don't like even to tick a box for ethnicity, I can imagine there might be quite a few "Prefer not to say" responses if something like this was enforced.
I'll see if our data manager has heard anything, as he was the one who told me about the new EAL proficiency levels well before most others heard about them!
Ann
________________________________
From: 'serena buchan' via EAL-Bilingual <eal-bi...@googlegroups.com>
To: EAL-Bilingual <eal-bi...@googlegroups.com>; fdemie2 <fde...@gmail.com>
Cc: ransons....@btinternet.com; M.Gr...@bury.gov.uk
Sent: Saturday, April 30, 2016 6:41 PM
Subject: Re: [EAL-Bilingual;5008] Re: Schools to report EAL proficiency levels
Hi Folks,
Has anyone lese received information on the following:
The DfE has introduced several new data items for the October School Census.
Pupil Country of Birth
Country of Birth has been added for both pupils on roll and for pupils no longer on roll. It will record the country in which the pupil was born, as stated by the parent/guardian and/or child (in the case of a child without a parent/guardian). The country of birth would be expected to be as appears on, or as can be derived from, the pupil’s birth certificate. It may also be as appears on, or as can be derived from, the passport. In the unusual circumstances where a child is born outside of national boundaries, e.g. in international water, they may be classified as 'Stateless'.
Pupil Nationality
Pupil Nationality has been added for both pupils on roll and for pupils no longer on roll. It will record the nationality of the pupil, as stated by the parent/guardian and/or child (in the case of a child without a parent/guardian). The pupil's nationality would be expected to be as appears on, or as can be derived from, the pupil’s passport or EEA (European Economic Area) identity card. For pupils with ‘Multiple Nationality’ (also known as ‘Dual Nationality’) more than one nationality may be recorded. In the unusual circumstances where a child is born outside of national boundaries, e.g. in international water, they may be classified under the nationality of the parent or as 'Stateless'.
The mind boggles as to the intent behind this action. As a colleague said to me 'Are we being asked to act as border police?' Apart from the difficulties involved in collating such data, is this actually legal? I have been informed that something similar was tried a few years ago and had to be rescinded. Can anyone advise? Surely it can be (and should be) challenged.
Serena
--------------------------------------------
Subject: Re: [EAL-Bilingual;5003] Re: Schools to report EAL proficiency levels
Cc: ransons....@btinternet.com<mailto:ransons....@btinternet.com>, M.Gr...@bury.gov.uk<mailto:M.Gr...@bury.gov.uk>
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Bill Bolloten
The main concerns for me would be:
- in schools where admissions processes are bureaucratic and not designed around a real welcome and holding of trust. This might mean that schools add these fields to admission forms and expect families to provide the information. This might mean that information is not given or inaccurate information is collected.
- that there might develop a culture of asking for birth certificates and passports for some groups of pupils (those from overseas or from minority ethnic groups) but which would not be routinely requested for others
- that asking for documentation might undermine trust and confidence right at the beginning of the admission and induction process. families might not be clear why passports, for example, are being requested and whether information about nationality and national origins would be shared with other agencies
- that some families or lone children (such as asylum seekers) will not have either forms of documentation and this might lead to barriers in enrolment
- these expectations might impact adversely on undocumented families and those in irregular migration situations. Some of these families might already avoid state agencies but do still, in many cases, trust schools and want their children to have an education
- the increased risk of discriminatory behaviour by schools and the undermining of fundamental rights and entitlements to education.
This might overall represent a further attempt to extend the boundaries of policing immigration to the school workforce, but without more information on the reasons why these categories are being introduced it is hard to comment further.
As Serena mentions such moves have been tried before, most recently in 2103:
http://www.theguardian.com/politics/2013/mar/27/ministers-immigration-crackdown-education-tourists
The Lib Dems in this case vetoed attempts to check immigration status:
http://www.theguardian.com/politics/2013/may/22/immigrant-status-checks-on-schoolchildren-vetoed
In the new proposals there are no explicit attempts to check ‘immigration status’ as far as I can see.
But given that the current government has, through the statutory Prevent duty, forced teachers to act as the ‘eyes and ears’ of the police and security services by requiring them to spot signs of ‘radicalisation’ and ‘extremism’, it wouldn’t surprise me if there might be attempts to revive ‘immigration checks’ or use proxies to do so.
Anyway, these are just some initial thoughts. Has anyone got any further information as to why these categories are being introduced?
Bill
Bill Bolloten
bill...@mac.com
07790 031189
Nicky Vangalis Stobbs
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Bill Bolloten
The RFC (Request for Change) document linked to above states:
REF – Refused
NYO – Not yet obtained
STA – Stateless
Reason for change (including benefits):
Whilst the department collects limited information on children who have moved into the English education system from abroad, the collected information is insufficient to ascertain the impact that such entrants have on the education system.
The introduction of these data items will assist in the identification of such pupils and may facilitate the targeting of support to such pupils.
Impact of not doing the change:
Data will not be collected on children new to the English educational system (from abroad) and support may not be correctly targeted.
A further worry is what one might read into the phrase:
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Ann Horton
From: Bill Bolloten <bill...@mac.com>
To: Nicky Vangalis Stobbs <nick...@gmail.com>
Cc: Melanie Griffin <M.Gr...@bury.gov.uk>; Ann Horton <aehor...@yahoo.com>; serena buchan <serena...@yahoo.com>; EAL BILINGUAL <eal-bi...@googlegroups.com>; fdemie2 <fde...@gmail.com>; "ransons....@btinternet.com" <ransons....@btinternet.com>
Sent: Monday, May 2, 2016 3:32 PM
Subject: Re: [EAL-Bilingual;5013] Schools to report EAL proficiency levels
Jonathan Brentnall
Dead right Bill
That’s the phrase that jumped out at me – not ‘the impacts the education system has on such entrants’ – I think that ‘slip’ reveals it all.
J
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fdemie2
https://www.whatdotheyknow.com/request/school_census_guidance_for_21062
Feyisa
Diane Leedham
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Bill Bolloten
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Sent from my iPhone
fdemie2
We already have information such as languages and ethnicity. I think this proposal is the same as Contact Point which was abandoned in 2010. It may be difficult to include Country of origin and nationality in school census unless they change the act related to school census. One of the problem of Contact Point which includes this information was they may have to go back to parliament for approval to amend.
My advise is we should wait and see the decision before raising the matter. It is however disappointing that these issues are put forward for the approval at the same time with EAL proficiency levels which are critical for supporting schools to raise achievement and tracking pupils performance.
This is my view but I can be wrong.
F
Diane Leedham
Sent from my iPhone
Bill Bolloten
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fdemie2
Yes country of birth may be useful for EAL and EMG teachers at school level. It should be left at school level and remain confidential for school use. Some schools may already do but I cannot see any rational for collecting at national level for statistical and educational purpose.
There may be a hidden agenda. It is wrong and counterproductive to collect as national census. The purpose of collecting census data should remain to support children education and tracking pupils progress and not for any other purpose.
Feyisa
Ann Horton
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Sent: Tuesday, May 3, 2016 8:00 PM
Subject: Re: [EAL-Bilingual;5032] Re: Schools to report EAL proficiency levels
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Wilkins Drew
Drew
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Ann Horton
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Subject: Re: [EAL-Bilingual;5040] Re: Schools to report EAL proficiency levels
Diane Leedham
Surely census information is recorded for all children in the school, based on parent/carer returns in response to the questions supplied by the DfE
Children are born in lots of places for lots of reasons, planned/unplanned. If this goes ahead, the DfE will end up with a dizzying array of Big Data, much of which is not pertinent to the business of ensuring best outcomes for children in our schools.
That’s where the small print identified by Bill is so odd and dubious. It rather implies some kind of cross referencing is intended between nationality/language/country of birth to construct categories.
Maybe a reason for the delay in sign off is that someone a bit more alert in the DfE has begun to interrogate what a can of worms this might turn out to be. I suspect a lot of families, whatever their heritage, would object to providing schools with passport level information about their children for no apparently good reason.
Di
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Ann Horton
From: Diane Leedham <dale...@gmail.com>
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Sent: Wednesday, May 4, 2016 11:01 AM
Subject: RE: [EAL-Bilingual;5042] Re: Schools to report EAL proficiency levels
fdemie2
New from the DfE.
The DfE has now published (4 May 2016) on their website the Autumn Term School Census data collection guideline which includes EAL proficiency levels (see page 62-64 in the link below).
https://www.gov.uk/government/publications/school-census-2016-to-2017-guide-for-schools-and-las
Feyisa
Jonathan Wren (HPAPP)
Will the proficiency levels be collected though each of the termly censuses or will that particular assessment only need to be updated annually?
I've literally just done a staff meeting on NASSEA's assessment, which we've just adopted and I and spoke to staff about the proficiency scales alongside the NASSEA as I don't want to be in a position that I think many schools will be in of desperately scrabbling around to come to an off the cuff judgement. It's really thanks to this list that I knew about it at all and about the NASSEA assessment training.
Has anyone using NASSEA got any effective way they track NASSEA steps data? I've developed a simple data collection Excel sheet but that's probably not going to be great for comparing progress as we go along term by term.
Like many in education I've probably muddled along for much of my 17 years but now I've taken on the responsibility as part of the Inclusion brief I'd like to try and do it properly and educate staff effectively.
Jonathan Wren
Assistant Principal/Inclusion Manager
t: 020 7639 6091
e: J.W...@harrisprimarypeckhampark.org.uk
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Harris Primary Academy Peckham Park, Marmont Road, London SE15 5TD
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fdemie2
In the future the data is collected annually as part of Spring Term School Census. It is not a termly returns.
schools are expected also to use the five stages for the purpose of statutory returns.
Hope this information help.
Jonathan Wren (HPAPP)
Would it be advisable to track that termly as well so that teachers get used to doing that alongside the more in-depth NASSEA? The Spring data would then be the snapshot at that point in the year.
Jonathan Wren
Assistant Principal/Inclusion Manager
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Harris Primary Academy Peckham Park, Marmont Road, London SE15 5TD
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fdemie2
I tend to encourage schools at present to share the data twice termly at pupil progress meeting for improving classroom practice. This means it will be a good practice if at least termly the data is loaded into your MIS software and updated annually for the purpose of statutory returns.
Feyisa
Griffin, Melanie
It's good to hear your school has adopted the NASSEA framework. We have a good example of tracking across a school and I'll send you details soon. We'll also run more training on this later this term.
I'll get back to you about it soon.
Best wishes,
Melanie
Melanie Griffin
NASSEA
________________________________________
From: eal-bi...@googlegroups.com [eal-bi...@googlegroups.com] On Behalf Of Jonathan Wren (HPAPP) [J.W...@harrisprimarypeckhampark.org.uk]
Sent: 04 May 2016 21:07
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Griffin, Melanie
As far as I recall from the dataset info on DfE, the census data on EAL proficiency was to be collected in Autumn 2016 and Spring 2017 and thereafter in the Spring. Twice a year might suit this if so. I haven't read today's document yet so will check there.
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fdemie2
I have been now advised by my DfE contact today this has now been approved.
The next challenge is how to support schools and improve the quality of EAL assessment using the five stages. We also need to engage with policy makers to listen to our concerns about the need for more well trained EAL teachers and professional in the school systems. This I believe will makes difference in the assessment and moderation process.
Feyisa
Diane Leedham
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stuart.scott
meeting at Bow School on 24th May. Hope you will be able to make it.
Details will shortly be posted on our website where we will also post
the resources for those who won't be able to attend.
Stuart
----
Original Message----
From: J.W...@harrisprimarypeckhampark.org.uk
Date:
04/05/2016 20:43
To: "'eal-bi...@googlegroups.com'"<eal-
bili...@googlegroups.com>
Subj: RE: [EAL-Bilingual;5059] Re: Schools
Harris Primary Academy Peckham
Park, Marmont Road, London SE15 5TD
-----Original Message-----
com] On Behalf Of fdemie2
Sent: 04 May 2016 20:18
To: EAL-Bilingual
Subject: Re: [EAL-Bilingual;5059] Re: Schools to report EAL proficiency
levels
New from the DfE.
The DfE has now published (4 May 2016) on
their website the Autumn Term School Census data collection guideline
which includes EAL proficiency levels (see page 62-64 in the link
below).
https://www.gov.uk/government/publications/school-census-2016-to-2017-guide-for-schools-and-las
Feyisa
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JV
Jonathan Brentnall
Following on from Janet’s message, now that the decision has been made by DfE, can I reiterate three points I made before, which I think might be the most helpful in avoiding disappointed expectations about the scale and its data.
1. Recognise that the usefulness of the 5 stage scale is limited – use it only for the purposes it suits best, don’t try to make it do things it can’t do well.
2. Keep the scale separate from your other assessment schemes and use a range of information and your knowledge of the pupils to make a best-fit assessment on the scale i.e.
“based on our range of assessments which show the pupil to be achieving well in this area and that area but with continuing needs in these other areas, we have assessed the pupil to be at Stage … on the 5 Stage Scale”.
3. Try and make your EAL stage assessment as close to the data collection date as possible (allowing for data entry time) to minimise the time-lag.
JB
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Sent: 05 May 2016 20:55
To: EAL-Bilingual
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Sharon
Janet Vokes
Thank you Jonathan. I am sure people will find your advice very helpful. Janet
Griffin, Melanie
Hi Sharon
Thanks for sharing the great work you’ve done at Seymour Park. It was next on my list of things to do to write and ask if you were happy with us sharing your photo more widely so glad you’ve got in first and done it!
More examples and case studies will be coming soon but Seymour Park is definitely ahead with their EAL assessment. Steph and I visited the school recently and it was a joy to see the brilliant work Sharon and the rest of the staff have done on EAL assessment, teaching and learning.
Keep checking the NASSEA website for updates and examples from schools www.nassea.org.uk www.facebook.com/nassea.org.uk
The info on alignment with the DfE Stages should be going out today to all who have purchased the NASSEA EAL Assessment Framework.
Best wishes,
Melanie
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K Horne
I’ve just had a meeting with our data manager and we are inserting a new column into all subject mark sheets for our four rounds of SIMS interim reports, to be filled in for all EAL students by their teachers, using the band descriptors at the same time they fill in all the other progress data. Just for info if anyone’s interested!
Katie
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fdemie2
SIMS are good but I am not sure about other software.
In some Local Authorities collecting EAL proficiency should be also easy. For example we continued collecting EAL fluency data every January since 1990. Schools here have 27 years of experience in collecting and assessing EAL pupils. This is subject to moderation by well trained EAL teachers and EAL consultants.
Our next stage of exercise is to look at our current 4 stage decriptors and the DfE 5 stage descriptors more in detail. This task is now given to selected EAL teachers working group and our EAL consultant. We then hope to run EAL Proficiency Assessment conference for all our schools and academies in the LA (on 1st July) to decide how we can take forward in local context. We do not see this as an issue here.
Feyisa
Diane Leedham
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Diane Leedham
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fdemie2
Key I belive is leadership factors in school that is committed to raising achievement of EAL students. School leaders in the LA value highly language diversity and encourages students to take community languages as part of GCSE and A level. This what I observed in many schools. Another key factors is also, despite cut in funding, school continue to employ first class language and EAL teachers like Ann Horton who have made a huge contribution in supporting EAL pupils and language learning. This came out in our EAL good practice research three years ago.
Thank Diane. It is an interesting report. I will share with schools and within the council.
Feyisa
Diane Leedham
But I genuinely think we need to consider carefully the impact of leadership and commitment/motivation in relation to language development in all aspects. It's an angle with potential leverage on school system leaders too.
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Diane Leedham
My personal inclination is to do what is in the best interests of the child and factor in what we might do with this data later (albeit via FOI if necessary)
It’s shocking enough in my view that schools are not required to use the extended codes, bearing in mind the extended codes include such obscure minority tongues as - Bulgarian.
So whatever it takes to get detailed and accurate language information recorded and avoid OTB.
However
· I don’t think it’s appropriate to guess on behalf of parents if there hasn’t been concerted attempts at 1:1 communication. With first language being defined as it currently is, parents need to contextualise whatever language is being spoken now. Which might make it harder to fill in the census of course!
· I’m not sure what I would write down if I was 1:1 and someone refused to respond/sought to answer differently from all the evidence or what child said. Work harder at the relationship I imagine, and emulate the best practice Roma provision models. So maybe OTB in October and aim to update in the fullness of time.
Waiting on Catharine Driver’s thoughts on this one J
Di
From: Merrion-Lancaster, Elizabeth (Entrust) [mailto:elizabeth.mer...@entrust-ed.co.uk]
Sent: 13 May 2016 13:35
To: 'Diane Leedham'; fdemie2
Cc: EAL-Bilingual
Subject: RE: [EAL-Bilingual;5139] Re: Schools to report EAL proficiency levels
We have been having a discussion about the interpretation of paragraph 5.3.2 which says:
Where a pupil’s first language is not English, schools may record specific languages from the extended language codeset or continue to use codes from the short codeset used in CBDS. ENB (Not known but believed to be English) and OTB (Not known but believed to be other than English) are appropriate where a pupil’s first language is not known with absolute certainty where parents have not responded to enquiries, but the school can judge with a high degree of confidence whether it is English or not. Whilst a local authority may specify that schools should use a particular subset of language codes, it is for the school to decide whether or not to record specific languages.
Does this mean that schools only use the code OTB if the pupil’s first language is not known with absolute certainty e.g. because they come from Zimbabwe and school cannot ascertain if they speak Xhosa, Shona, Kalanga etc…?
If schools are confident they know the pupil’s first language, (e.g. because they are from Poland and speak Polish to other children / staff) can schools complete the language information in the absence of a response from parents?
We would appreciate the Group’s view.
Thanks
Liz
Elisabeth Merrion-Lancaster
Consultant
Minority Education Achievement Service (MEAS)
Staffordshire
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CATHARINE DRIVER
Language and Literacy Consultant and Trainer
07801 268 125
----Original message----
From : dale...@gmail.com
Date : 13/05/16 - 14:02 (GMTDT)
To : elizabeth.mer...@entrust-ed.co.uk, fde...@gmail.com
Cc : eal-bi...@googlegroups.com, catharin...@btinternet.com
Ann Horton
From: CATHARINE DRIVER <catharin...@btinternet.com>
To: dale...@gmail.com; fde...@gmail.com; elizabeth.mer...@entrust-ed.co.uk
Cc: catharin...@btinternet.com; eal-bi...@googlegroups.com
Sent: Saturday, May 14, 2016 8:51 AM
Subject: Re: RE: [EAL-Bilingual;5154] Re: Schools to report EAL proficiency levels
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amanda
Apologies if this is 'old' news but it's just been brought to my attention.The DfE will require schools to include details of their puipils' EAL proficiency as of Autumn 2016 as part of the sdchool census data.It would seem they have finally listened to us as their rationale says:This data is required to inform policy on EAL high needs group – particularly as the current definition of EAL does not distinguish between pupils who lack a basic command of the English language versus those who are bilingual and have mastered English sufficiently to access the curriculum. English language proficiency statistics would therefore provide for the first time important national statistics on the characteristics of this group, along with their attainment and destinations.They'll be using the codes from the Welsh education system, which has 5 levels (A-E) plus N (not applicable). Full details here: https://www.gov.uk/government/publications/common-basic-data-set-cbds-requests-for-change-rfc-2016I guess schools will be working through the implications of this for their assessment systems.Cheers,Frank
Feyisa Demie
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