Excellence and Enjoyment: learning and teaching for ... - NALDIC

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section 1Schools and local authorities (LAs) have a legal duty, under theRace Relations (Amendment) Act 2000, to promote race equality. Thisincludes making sure that every child has the opportunity to achievethe highest possible standards and leaves primary school equippedfor the next stage of his or her education. Central to this duty is arequirement to collect and analyse attainment and other data by ethnicgroup and put in place strategies, including target setting andmonitoring, to close gaps in achievement.The importance of ethosSuccessful schools work hard to create a positive school ethos whichactively creates, develops and maintains a culture of mutual respect forits learners, staff and the community that it serves. In these schoolsthere is a clear focus on analysis of individual pupil data and provisionof high levels of support and challenge to enable all children to achievetheir best. Current figures (2006) show that 12.5% of children in ourprimary schools are learning EAL and that British Asian children makeup over 40% of these. Within this the largest group is of Pakistaniheritage (3.3%) and the remaining 9.2% is made up of diverse groupsfrom many minority ethnic backgrounds. The demographic context isever changing and therefore demands that all schools are aware ofstrategies to support children learning EAL.While no school intentionally sets out to discriminate against aparticular group of children, if a group or groups of children feel thatthey do not belong or have a share in the school’s culture, this impactssignificantly on their attainment and ultimately, their life chances.A survey commissioned for Islam awareness week in 2002 by theIslamic Society of Great Britain, conducted by YouGov, reported thatmany Muslim young people do not feel a ‘sense of belonging’ in Britishsociety.Many of the children learning EAL who are currently underachievingin British schools include children from Pakistani and Bangladeshiheritage families. These materials keep this particular underachievinggroup in mind because they are the majority group at risk. However,the principles can and should be applied in schools’ own contexts. It isessential that schools also pay heed to the many bilingual learners who,while achieving national standards, are still underachieving incomparison to their own potential.10Excellence and Enjoyment: learning and teaching for bilingual children in the primary yearsIntroductory guidePrimary National Strategy | 0013-2006DCL-EN | © Crown copyright 2006
Schools have statutory duties under the Race Relations(Amendment) Act 2000 to:• provide equality of opportunity;• tackle unlawful racial discrimination;• promote good relations between members of differentethnic communities.section 1Each one of these three duties supports the other two.Learning to recognise and resist bias, prejudice, racism andstereotyping within a school ethos where everybody feels safe, secure,valued and respected supports the achievement of pupils from minorityethnic groups and prepares all children to participate in an ethnically,culturally, linguistically and religiously diverse society. In additionto learning more effectively, children who feel secure and valuedare also more likely to have a sense of personal and cultural identitywhich is confident and open to development. They will also be moreaccepting of other diverse identities.For further exploration of this important aspect, see the workof Robin Richardson (1999, 2004) and both Unit 3 and PDM 7 ofthese materials.Primary National Strategy | 0013-2006DCL-EN | © Crown copyright 2006Excellence and Enjoyment: learning and teaching for bilingual children in the primary yearsIntroductory guide 11
Page 3 and 4: Excellence and Enjoyment:learning a
Page 5 and 6: PrefaceThis publication aims to sup
Page 7 and 8: ContentsSection 1 Introduction 6Thi
Page 9 and 10: The cycle of school improvement5. W
Page 11: • a culture and ethos within whic
Page 15 and 16: The guidance and resources provided
Page 17 and 18: EAL pedagogy: an overviewof the res
Page 19 and 20: Learning and teaching for bilingual
Page 21 and 22: Section 3The role of theleadership
Page 23 and 24: These priorities reinforce the key
Page 25 and 26: Coordinating provision for EALThe m
Page 27 and 28: Identifying priorities and planning
Page 29 and 30: the initiative and all staff should
Page 31 and 32: The key strands of the programme ar
Page 33 and 34: • Keeping up to date with current
Page 35 and 36: Partnership role with parents, care
Page 37 and 38: Schools also need to consider value
Page 39 and 40: Richardson, R. for Derbyshire Advis
Page 41 and 42: appendix 3Primary National Strategy
Page 43: Copies of this pack may be availabl

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