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Promoting inclusion by developing school induction processes for school EAL entrants

Gurminder Pal Matharu teaches at The Bishop David Brown secondary school in Surrey local authority.

The school has many students from the Pakistani and Polish communities and a small number of Nepalese heritage. Gurminder wanted to investigate and develop the current induction processes for new students for whom English is an additional language (EAL).

What actions did Gurminder take?

With the support of the school’s EAL coordinator, Gurminder analysed school data on EAL students, and looked at how the current processes and practices had been developed.

He focused on students who were members of the Nepalese community, as they were relatively new to the school and few in number compared to other EAL groups, and so could easily have been overlooked. These students were children of parents who had served in the British Army and had lived in various places around the world. Gurminder also discovered that many were refugees.

Most of the students were at level 3a, and were becoming confident in moving between English and their first language.

As a result of his research Gurminder realised that current induction processes lacked:

one-to-one meetings
opportunities for mentoring, and
access to information about how other communities have successfully assimilated in the UK.

What did Gurminder learn from analysing the school’s induction processes?

Gurminder feels that he has gained certain insights with regard to race equality. These include:

a better understanding of the current induction processes in school
clearer understanding about the role of the EAL coordinator
knowledge about the work of EAL teaching staff
knowledge about the role of other teaching staff in the school
that effective induction processes benefit not only individual students but also improve relationships in the school community and benefit the local greater community.

How has Gurminder’s practice altered as a result of his findings?

The following changes have been made to the induction process:

Gurminder acts as a mentor to new arrival students with English as an additional language.
Each new arrivals is paired with another student of similar background.
Where this is not possible, a student is paired with a member of staff.

What difference has this made to the students’ learning?

Following the changes he implemented, Gurminder feels he has made an impact on students’ learning:

New arrival students learned that they can continue with their culture, language and religion and still be part of the UK and school community.
Students use their mentors as a source of knowledge about practices and protocols of the UK.
Students also share concerns and problems with mentors and receive support from them.
Students are more confident and participate more in lessons, eg putting up their hand to answer questions and taking part in extra curricular activities.

How will Gurminder take his learning further?

Gurminder believes that the school has now begun to undertake the continuing process of change. He is supporting this process in various ways:

He has put himself forward to mentor new students with a similar cultural background to himself.
More students with EAL are being encouraged to act as mentors.
Nepalese students are being encouraged to take part in student elections.
Teachers with other ethnic backgrounds are being encouraged to act as mentors.
Gurminder is planning to set up a workshop for parents.

How could this inform your practice?

What do you think of Gurminder’s project?
Do you think using mentoring to support new arrivals could work in your context?
What steps would you undertake to look to embed mentoring and support for new arrivals in your context?
What do you need to learn about?
What professional support and coaching would be useful for you?
How would you implement and evaluate your project?

Taking your learning forward

If you have developed induction systems for EAL children in your setting and noticed the impact, let us know by emailing achieve@gtce.org.uk.

You might also be able to support your project by using the Teacher Learning Academy.


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