Narrowing the gaps
Supporting EAL learners
develop schools’ training and discussion sessions
or for teachers’ own self-study.
Teachers can access the materials on the Narrowing
the Gaps area of the National Strategies’ website. Th is
also highlights the four areas of activity known to be
crucial in schools that are successful in narrowing the
gaps. Th ese are:
• Know the gaps (through eff ective use of data).
• Narrow the gaps (through high quality,
personalised provision).
• Mind the gaps (through “rigorous, robust and
eff ective” tracking of progress).
• Celebrate gap-busting (through recognition
of personal achievement and sharing of
When it comes to narrowing
good practice).
the gaps, a key challenge is
“Teachers and consultants are saying to us they fi nd
the materials easy to use – particularly because of the
helping those with English as way they link theory and practice,” said Mr Pendergast.
an additional language
“Th ey also say that their pupils are showing higher
levels of engagement, which is very encouraging.”
T
HE NATIONAL Strategies’ secondary Th e secondary EAL materials can also be used with
EAL (English as an additional language) a wider group of disadvantaged pupils whose language
programme was launched in 2006 with the development may be lagging behind their peers: “Some
aim of ensuring the attainment of more of the schools on the targeted programme decided they
advanced learners of English as an additional language. would track more deprived, English-speaking pupils
Th is targeted programme involved 12 local alongside the EAL learners, and many of these pupils
authorities and 44 schools and focused in particular on made equal if not greater gains. A very tight focus
developing academic language and register, developing on academic language and register is benefi cial for all
thinking skills, and improving extended writing. those who don’t have access to it elsewhere.”
“Th e impact was considerable,” said Martyn
Pendergast, regional advisor, narrowing the gaps, at the
Further information
National Strategies. “Within the targeted groups of For more on Ensuring the attainment of more advanced
pupils, we found that almost 60 per cent were making learners of EAL, visit: www.standards.dcsf.gov.uk/
two levels of progress at key stage 3. Also, our internal nationalstrategies/sup5/eal
data shows that EAL learners at the schools that ran A wide range of resources is available to help with
the programme made greater gains last year at key stage narrowing the gaps. These include From data analysis
4 than the national average for EAL learners.” to impact: The golden thread, From data analysis to
After being trialled and developed in schools, the impact: A practical guide, and Narrowing the Gaps
secondary EAL materials were rolled out nationally. – Leadership for impact. Visit: www.standards.dcsf.
Th e materials show how the needs of EAL pupils can gov.uk/nationalstrategies/sup5/ntg
be catered for in mainstream classrooms. An overview of all the materials currently available
“Th ey off er teachers and schools the collective to help narrow gaps and resources to support
wisdom of 12 local authorities and 44 schools in how the achievement of Black and minority ethnic,
to develop a pedagogy responsive to the local context disadvantaged, and gifted and talented pupils is
and the needs of their pupils,” said Mr Pendergast. available to download: www.standards.dcsf.gov.
Th e materials consist of a suite of CPD modules and uk/nationalstrategies/sup5/ntgresources
additional guided materials. Th ese can either be used to
14 SecEd
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