At The Green, we believe that diversity is a strength that enriches every part of our community. We proudly welcome pupils, families, and staff from a wide range of backgrounds, cultures, beliefs, and experiences, and we are committed to creating an environment where everyone feels respected, valued, and included.

We celebrate diversity by encouraging understanding, kindness, and open‑mindedness. Through our curriculum, school events, and daily interactions, pupils are given opportunities to learn about different cultures, traditions, and perspectives. We teach our children to recognise and appreciate what makes each individual unique, while also understanding the importance of equality and mutual respect.

By fostering a culture of inclusion, we aim to prepare our pupils to thrive in a diverse and ever‑changing world. Our school community works together to ensure that everyone has the opportunity to feel safe, supported, and confident to be themselves. Celebrating diversity is not just something we do—it is a core value that shapes who we are.

How do we support children that have English as an additional language?

Our primary school is committed to supporting children with English as an Additional Language (EAL) so that they can fully access learning and thrive both academically and socially. We provide a welcoming and inclusive environment where children’s home languages and cultures are valued as an important part of their identity. Support is tailored to individual needs and may include targeted language interventions, visual aids, adapted resources, and opportunities for children to develop their English through structured play and meaningful interaction. Staff work closely with families and use careful assessment to monitor progress, ensuring that EAL pupils are supported to build confidence, develop communication skills, and achieve their full potential alongside their peers.

How do we assess children's grasp of English?

We assess children with English as an Additional Language (EAL) carefully to ensure their strengths and needs are accurately identified and supported. On entry to the school, we gather information about each child’s language background and establish whether their home language differs from English. English language proficiency is assessed using age‑appropriate observations, teacher assessments, and ongoing monitoring of speaking, listening, reading, and writing skills. Progress is reviewed regularly, and assessments focus on language development as well as curriculum understanding, recognising that limited English should not be mistaken for lower ability. This approach enables staff to plan targeted support, track progress over time, and ensure that EAL pupils are making strong and sustained progress alongside their peers.

 

How do we explicitly teach children to learn English if it is an additional language?

We teach English to children with English as an Additional Language (EAL) through a supportive, inclusive, and language‑rich approach that enables them to access the full curriculum. Teaching is carefully planned to develop speaking, listening, reading, and writing skills, using clear modelling, repetition, visual supports, and practical activities to reinforce understanding. Children are encouraged to use talk to develop language, both in structured lessons and through play and collaborative learning. Staff adapt teaching strategies and resources to meet individual needs, ensuring that new vocabulary and language structures are explicitly taught and revisited. By valuing pupils’ home languages while immersing them in high‑quality English instruction, we help EAL learners build confidence, make rapid progress, and participate fully in school life.

Useful Information and Resources for Parents to Support Learning English

https://www.bell-foundation.org.uk/resources/guidance/parental-involvement/

https://www.learningvillage.net/free_resources/Home%20Learning%20and%20Parents

https://www.eyalliance.org.uk/projects/somerset-early-help-advisory-service/eal-support-resources/