Since the new Education Inspection Framework (EIF) was launched in September 2019, there have been no references to EAL in the inspection handbook, nor in the accompanying inspection writing guidance. As a result, it will be no surprise to hear that references to EAL in inspection reports are few and far between.

That is not to say that there are no opportunities in the guidance to include EAL at relevant points, despite the word limitation in the short report format, nor that there are no inspection reports published since September 2019 where EAL is mentioned.

The first section of the report writing guidance requires the lead inspector to ‘write about [the school’s] distinctiveness and what gives it its character and ethos; what makes it unique.’ Inspectors are required in this section to capture ‘the things that parents would recognise as being distinct about the school.’ This is a golden opportunity for inspectors to refer to aspects of EAL provision or practice which stand out.

In the main body of the report – ‘what does the school do well and what does it need to do better?’ – there is a requirement to report on ‘those who are at the early stage of learning to read.’ This applies to all schools (including secondaries). Where there are pupils at the early stages of learning English as an additional language, inspectors can explore how the school differentiates between supporting monolingual and bilingual pupils learning to read in English, and between pupils at the early stages of reading in English, and those bilingual pupils who may be literate in another language, but not yet in English.

When an inspector meets a subject leader during a subject deep dive, they should always ask about any pupils who do not access all the lessons and the reasons why. This may be because pupils are removed for extra catch up in English and mathematics, but it may be because of EAL induction or intervention. Inspectors should always follow up how leaders check the quality of provision for those pupils not in lessons and how they are supported to catch up when they return.

During the deep dive the inspector will choose a range of pupils to speak to who reflect the intake of the school. Where the EAL population is high, it is likely that they will comprise the majority of pupils spoken to by inspectors.

In secondary schools, there is a focus on the school’s EBACC entries and outcomes, which includes languages. Where languages uptake is low and there is a high EAL population in the school, inspectors should explore the reasons for this.

In personal development there is an opportunity to explore how the school promotes ‘cultural development’ and how it reflects the diversity of the school population in its activities. Inspectors also need to explore how the school ‘promotes pupils’ awareness and understanding of the protected characteristics effectively.’

 APPENDIX

Extracts from an Ofsted inspection report under EIF with multiple references to EAL: Waverley Studio College, Birmingham (September 2022): https://reports.ofsted.gov.uk/provider/23/139788

What is it like to attend this school?
Pupils new to English….have curriculum pathways suited to their individual needs.
The equality and diversity days help pupils…prepare for life in Modern Britain.
A sixth former stated, ‘I came as a new arrival with no English when no other school would take me. Now I’m going to university.’

What does the school do well and what does it need to do better?
Leaders have established a welcoming ethos for new arrivals from overseas.
Additional courses meet the needs of pupils at the earlier stages of learning English as an additional language.
There is a strong focus on pupils at the early stages of learning to read including those…who are learning English as an additional language.
Some pupils who speak English as an additional language arrive with previous high academic achievement and aspirations. At present there is a more limited range of options for those pupils in Year 10.
Pupils take responsibility for organising events…such as a recent event to celebrate Eid.

What does the school need to do to improve?
There is a limited range of subject options in Year 10 for new arrivals who come to the school from overseas with a strong academic background. As a result, they have more limited choices, which could limit their future pathways. Leaders should make further adaptions to their curriculum to broaden the choice of subjects on offer, especially for those intending to follow a more academic route.