What is the most effective way of working with students who have English as an additional language?

Students who have English as an additional language now form a majority in one in nine schools in the UK; the number has risen by 20% during the last five years.

Many schools estimate that it takes about a half term for the average EAL pupil to gain sufficient working knowledge of English for them to move into the mainstream classroom, while spending time with the intervention teacher each day.

However, although this seems a simple process there are many issues that arise, ranging from the exact legal requirements in terms of dealing with these pupils through to the best approach for induction and admission of these new arrivals.

There are also issues of engaging with the parents, the question of which teaching and learning strategies are the most effective, and the support and encouragement that should be given to more advanced EAL learners.

Indeed, many schools are now asking what a good induction programme looks like. Indeed when it comes to EAL is one approach as good as another?

This matter was highlighted by the publication of the New Arrivals Excellence Programme which was issued in 2007 and represents a summary of best practice in EAL in the country. It includes case studies and does give a clear source of information on what schools can do in relation to EAL students.

This is not to say that there is a single process and approach which every school should follow, but it is often felt that it is helpful for schools to consider a range of approaches when thinking about their EAL students.

From the sort of approach adopted come the appropriate teaching and learning strategies, and indeed the role of the EAL Coordinator who can ensure that the plan that the school has developed is being followed at each turn, and that any gaps in learning and performance between EAL language pupils and students and those who have English as their first language are narrowed and ultimately removed.

These are the issues examined in the new extensive volume The EAL Coordinator’s Manual.  The 170 page volume comes in copiable form so that it can shared with any members of staff in the school who work with EAL students.

You can see a full contents list and some sample pages at http://www.pdf.firstandbest.co.uk/EAL/T1832.pdf

Publisher’s reference: T1832EMN ISBN: 978 1 86083 802 6


  • Photocopiable report in a ring binder, £29.95 plus £3.95 delivery
  • CD with school-wide rights: £29.95 plus £3.95 delivery
  • Both the Ring Binder and the CD £36.94 plus £3.95 delivery

Prices include VAT.

You can purchase the report… please quote the order ref: T1832EMN

What is the most effective and cost efficient way of reaching headteachers and deputy heads?

Heads and deputy heads in schools are the most sought after of people, receiving more emails and postal material than anyone else.

Because of this, and because of their heavy workloads, they tend to be more reluctant to read advertisements directed towards them than many other teachers in the school.

And yet there are many products and services that really do need to be brought to their attention. So what is the solution?

The answer invariably is to use several different media across a period of time, such as email and websites that contain information of interest to heads and their deputies.

Thus we have set up three websites, plus a series of emails to heads and deputies.  Your products and services can be detailed in full on all the sites and in emails for just £195.

The three sites are  UK Education News which links to all the main education news stories of the day (with articles about interesting products or services appearing in between), the School Business, Management and Admin Week website, and the administration and management section of Exceptional Teaching.

Being on all three sites while having emails sent out ensures that even the most advertising-averse head or deputy will see the advert somewhere.

Companies involved as sponsors of School Business Week will have two emails (written by them) sent to either the head or deputy head or, if prefered, someone else in the school. Plus a page including a link to that company’s website plus a full listing on the School Business Week site.

Plus they get a listing in four emails we send out to schools to promote School Business Week.  There will also be at least four headline stories in the main news listing on UK Education News, each linking to the site and listing the sponsors, and additionally full coverage on UK Education News of both of your individual news pieces that are being sent by email.

Plus a full listing on the Exceptional Teaching website which is regularly promoted to schools by Hamilton House.

The only issue to note is that we do not accept any directly competing advertisers in this programme, and thus bookings are very much on a first come basis – we will accept bookings until mid-July but, of course, once a product area is taken we won’t be accepting a competitor’s advertisement.

If you would like your company to be associated with the School Business and Administration Week, and to have these email promotions plus listings on the Exceptional Teaching site and as news stories on UK Education News, please do call 01536 399 000 and ask for Jenny Burrows.

Or you can email Jenny at Jenny@hamilton-house.com or fax us on  01536 399 012.

Tony Attwood

“During the safety briefing on every plane journey adults are reminded that, in case of an emergency, they are to secure their own oxygen masks before they help their children fit theirs”


A recent article in the Guardian uses this idiom (above) to highlight just how important it is for teachers to look after their own needs before looking after the needs of their students.

The article comes following the analyses of figures from a recent NASUWT survey which has revealed that worries about teacher workload has seen 67% of teachers state that their job had adversely impacted on their mental or physical health.

As a result, The Guardian has put together five things that teachers can do to help them to improve their work-life balance and overall health. You can read the full article at http://www.theguardian.com/teacher-network/2016/jun/05/teachers-five-ways-to-boost-mental-health-mindfulness

I very rarely do this but it seems relevant here to mention a book that is published by one of the companies owned by Hamilton House (the company that brings you this newsletter).

First and Best in Education have published a book entitled “Recovery from stress: a school manager’s guide to helping colleagues” which examines in detail many of the personal problems faced by teachers: assertiveness, low self-esteem, lack of self-belief, depression, a lack of coping strategies.

The volume also looks at the sources of stress and then details the possible solutions, such as anxiety management, problem solving, relaxation techniques, etc. The book helps school managers who don’t suffer from excessive stress to understand what their colleague under stress is going through and to see how she or he can be helped.

“Recovery from stress: a school manager’s guide to helping colleagues” also includes a set of templates relating to the school’s policy on stress and a risk assessment programme and details on the various ways schools and individuals can overcome stress and reduce stress levels.

You can buy the book as a photocopiable ring bound book or on CD Rom at http://shop.firstandbest.co.uk/product_info.php?products_id=391