Provision for EAL in Primary and Post-primary Schools - evaluation findings and conclusions

1. Provision for EAL in Primary and Post-primary Schools- evaluation findings and conclusions Launch of the Intercultural Education Strategy Thursday 16th September 2010 Gary Ó Donnchadha, Assistant Chief Inspector Evaluation Support and Research Unit

2. Inspectorate Evaluations of EAL – Primary and Post-primary • A focussed evaluation of provision for English as an Additional Language (EAL) • 30 Primary and 15 Post-primary schools • Evaluation of provision, planning, support, teaching and learning • Interviews with management, staff and students • Questionnaires for parents and students • Individual reports published on the 45 schools

3. Sample of Key Findings– Primary schools • A positive climate and ethos along with effective management of pupils • Inclusive schools characterised by equality and respect • Good learning environments and qualified teachers • Mixed findings regarding communication with parents and involvement • School principals positive about cultural diversity in their school communities • Good or very good teaching in both mainstream and EAL support settings • Absence of a systematic approach to planning, assessment and recording

4. Sample of Key Findings –Post-primary schools • Open and inclusive enrolment practices • Good resources and good access to curriculum subjects • Praise for the work ethic, motivation and high aspirations of EAL students • Significant difficulties in managing the allocated teaching hours • Teaching satisfactory but improvements frequently recommended • Planning, coordination and assessment were underdeveloped and there were poor links between subject departments, teachers and teachers in support roles

5. Some Conclusions • The school’s culture of inclusion, management and coordination • The climate of inclusion is the backdrop to the work of everyone in the school • Board members have a positive contribution to make • The principal as instructional leader is in a pivotal position to progress whole-school issues that impact on EAL learners • Co-ordination and concerted action needed to ensure progression for learners • Most significant weakness related to planning a differentiated programme and insufficient emphasis on cognitive curricular language • The central role of mainstream class / subject teachers in EAL provision • A curricular language infuses the classroom – language enables meaning • Key message about language across the curriculum highlighted but there is a distance to go in this area

6. And finally... • Assessment / learning outcomes and system data issues • Assessment is a critical competence for schools • EAL Assessment Kits a vital development to support assessment of the four skills • Monitoring of progress of EAL students and comparison with self and peers • There is an absence of comprehensive assessment data in schools • More systematic management of data at school and system levels required • Capacity building and school self-evaluation • Significant progress has been made in recent years in resourcing schools • A wealth or resources available on Department of Education and Skills AIM Portal • In addition to external supports school boards must engage in capacity building • School self-evaluation provides an evidence-based process to guide school decision-making and direction • Who better to tell us about the quality of our schools and our system than the learners themselves?