SEND
Identifying SEND in EAL learners
So how can schools know when a pupil’s needs go beyond language development? The Bell Foundation’s guidance stresses the importance of building a holistic, nuanced picture of each learner. Key principles include:
• Gathering comprehensive background information. Understanding a pupil’s prior educational experiences, languages spoken at home, and family perspectives is essential. Some learners, particularly refugees or those seeking asylum, may have experienced disrupted schooling or trauma, which can affect learning in ways that may be interpreted as SEND.
• Using assessment approaches that are fair and appropriate. There is no single test that schools can use to determine whether an EAL learner has a SEND, particularly when many standardised assessments are designed with monolingual English speakers in mind. Instead, schools can benefit from drawing on a broader evidence base. This might include formative classroom observations, insights from home language assessments, and collaborative input from a range of staff such as the SENDCo, EAL coordinator, class teachers, and others who work closely with the pupil.
• Considering progress over time and across contexts. EAL learners’ proficiency in English will typically develop in stages. It is important to track whether difficulties persist across subjects, contexts, and in the pupil’s first language, rather than basing decisions on early impressions in English-medium learning.
• Involving families and communities. Families play a vital role in building a full picture of a child’s development, particularly in their home language(s). Parents and carers often hold insights that can help distinguish between typical language acquisition and potential SEND needs. However, these perspectives may not always be heard, especially when stigma, language barriers, or unfamiliar systems make it difficult for families to engage. Creating space for meaningful dialogue means ensuring communication is accessible and culturally responsive. This might involve using interpreters, providing translated materials, and adopting approaches that reflect an understanding of different cultural norms around education and child development. When families
October 2025
feel welcomed and understood, they’re more likely to share concerns, contribute valuable context, and collaborate in shaping the right support for their child.
A whole-school approach
Identifying SEND among EAL learners is only one part of the picture. Ensuring that these pupils receive appropriate support requires a joined-up, whole-school approach, where provision for language development and SEND is integrated rather than treated as separate or competing priorities.
There are three key areas that schools may wish to reflect on:
• Leadership and policy. A clear, inclusive vision from senior leaders can help ensure that the intersection of EAL and SEND is recognised across the school. Policies that make space for both rather than operating in parallel can support more coherent provision and reduce the risk of learners falling through the gaps.
• Staff knowledge and training. Teachers and support staff benefit rom professional development that helps them distinguish between EAL needs and SEND and equips them with strategies to support pupils who experience both. Strengths-based approaches are particularly valuable, recognising the assets that multilingual learners bring to the classroom.
• Curriculum and pedagogy. Inclusive teaching practices such as scaffolding, visual supports, and peer collaboration can make a significant difference for EAL learners with SEND. Embedding language development across the curriculum, rather than limiting it to specialist interventions, helps ensure that pupils are supported in every learning context. Effective implementation also depends on collaboration. EAL coordinators, SENCOs, and classroom teachers each bring unique expertise, but too often these roles operate in isolation. Joint planning, shared monitoring, and coordinated interventions are more likely to result in consistent and meaningful support for learners.
As multilingual classrooms become the norm, the question isn’t whether schools should respond, but how they can do so in ways that are informed and responsive. By addressing common misconceptions, refining identification processes, and embedding inclusive practices across the whole school, educators can create environments where EAL learners with SEND are recognised, supported, and valued for all that they bring.
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