EAL and GRT services for academies

This page provides details of the full range of REMA services. All schools with EAL pupils receive an annual allocation of funding within their school budget. If you would like to purchase support please do so via the Surrey online portal Services for Schools

If the support requested involves individual pupils, a REMA referral form needs to be submitted for each one. This can be downloaded from the Services for Schools website.

Once purchased, one form of support cannot normally be exchanged for another. However we are keen to support schools in meeting the needs of pupils. If there are mid-year arrivals, we would be open to a discussion about converting one or more teaching and school improvement days into another form of support, although this could incur an administration charge.

EAL support for primary and secondary schools

EAL teaching and school improvement support

REMA specialist teachers can offer a wide range of teaching and learning support to primary and secondary schools, including direct pupil support. This support is available on a daily and half day basis and can be used for the types of support below. All other types of support need to be purchased separately.

Direct teaching

  • English language teaching of basic survival language needed in support school to successfully access the curriculum (beginner)
  • EAL teaching delivered in the context of the curriculum to develop pupils' language proficiency, improve access to the wider curriculum and raise achievement (post beginner)
  • Support for homework

Consultation

  • Surgery sessions with advice and guidance for staff on particular pupil issues
  • One to one session with pupil or class observation (written record of consultation including action points)
  • Parent/school liaison (written record of consultation including action points)
  • Involvement in multi-agency interventions

Joint planning with school staff

  • Support with planning for staff working with pupils to ensure improved progress and attainment as well as access to the staff curriculum through a range of strategies

EAL audit: To improve practice and provision

A visit from a REMA specialist teacher to support schools with their EAL monitoring and provision.

Examples of areas which can be discussed during the visit are:

  • Using EAL data to set priorities
  • Classroom planning and practice for EAL pupils
  • Pupil induction
  • School EAL Policy
  • Parent engagement
  • Creating an inclusive environment

Following the visit, schools will receive a written record of the audit discussions which will also include guidance and next steps

EAL Assessment

The purpose of a REMA EAL assessment is to provide information and strategies that will support the achievement of best outcomes for bilingual pupils. REMA assessment of pupils newly arrived to the UK will inform planning and provision for the acquisition and development of English language and support access to the curriculum.

Bilingual pupil assessment

  • Meeting with pupil and parents
  • REMA teacher, assisted by bilingual support worker (first language speaker) where available, provides pupil profile to include pupil background, previous education and proficiency in first language
  • Assessment of English language proficiency in speaking, listening, reading, writing
  • Verbal feedback to include strategies for language development
  • Detailed written report covering proficiency in both first language and English, as well as personalised target setting
  • For Nursery and Year R this assessment is Foundation Stage Observation

Bilingual pupil assessment review

  • Carried out a minimum of 1 year after bilingual pupil assessment
  • Review of English language proficiency in speaking, listening, reading and writing
  • Written report detailing proficiency in English and including strategies for language development, with personalised target setting

First language assessment

  • Recommended and requested for Education, Health and Care Plan (EHCP) process
  • Discussion with school regarding pupil progress and needs
  • Meeting with pupil and parents
  • REMA teacher and bilingual support worker (or interpreter) assess first language proficiency and obtain more detailed information about previous education and first language development
  • Includes in-depth analysis of first language use to support identification of special educational needs and disabilities (SEND)
  • Verbal feedback to school (and parents as required)
  • REMA liaison with other Surrey County Council (SCC) education support services as appropriate
  • Written report to include support strategies and to inform EHCP process

Bilingual support

Bilingual support workers (BSWs) can assist pupils with EAL in class through the medium of their own language. BSWs have been trained to work with children within this context and have up-to-date enhanced DBS checks and safeguarding certificates. Please note, their role is not that of a teacher or teaching assistant. REMA currently has 113 BSWs who speak over 47 different languages. Please contact us for languages currently available. BSW support is available in two hour sessions.

In class support using pupil's first language

  • BSW classroom support to interpret curriculum content and enable access through first language
  • BSW support is either guided by the school only or pupil outcomes planned, set and evaluated with the involvement of a REMA specialist teacher. The latter will involve an additional cost

Interpreting

  • BSW interpreting at school meetings regarding attendance, parent/teacher liaison etc. (School is responsible for leading the interpreting session.)

Translating

  • Translation of supporting documents from pupil's country of origin, information/letters for parents, welcome packs

Pupil admission and induction support

  • Initial school meeting with pupil and parents, supported by BSW to interpret
  • Two further visits by BSW to support pupil's induction into the school through use of the first language. (School is responsible for preparation and guidance of the BSW.)

In class support using first language for bilingual pupils with SEND

  • BSW classroom support to pupils with SEND delivered by BSW trained in SEND, with the involvement of a REMA specialist teacher

SATs support

  • BSW support for reading of Maths papers. (School is responsible for preparation and guidance of BSW.)

GCSE support

  • BSW support for first language GCSE speaking exams. (School is responsible for preparation and guidance of BSW.)

After school activities

  • Customised for individual schools. REMA can work with schools to plan and deliver a range of activities, where possible targeted at pupils with specific first languages, to support engagement of hard to reach families and develop pupils' skills, confidence and participation in school life
  • Depending on school requirements the planning of the activities may be school-led with BSW support or could also involve REMA specialist teachers (at additional cost)

Language ambassadors programme

This programme enables pupils to support their EAL peers. It contributes to pupils' spiritual, moral, social and cultural (SMSC) development and supports an inclusive school culture.

Primary schools

This programme includes four one-hour sessions for up to eight pupils. Participants will learn a variety of strategies to help EAL arrivals with their school integration. In the process the EAL pupils feel valued, their families are reassured and the first language / English speakers develop an understanding of other cultures and accreditation for their role.

Secondary schools

This programme includes six one-hour sessions for up to 12 pupils. A series of training sessions delivered to school-nominated monolingual and/or bilingual pupils carried out by a specially trained REMA bilingual support worker.

First language profile

The purpose of a REMA first language profile is to respond promptly to a school's request to assist with the induction of newly arrived pupils. It provides relevant family and educational background information for the school, strategies for parents to support the pupil via the first language, and assessment of the first language proficiency.

  • Carried out by specially trained REMA higher level bilingual support workers (HLBSWs)
  • Provides background information based on a meeting with school staff and parents
  • Assessment of the first language proficiency in speaking, listening, reading and writing
  • Can be followed up by assessment of English language proficiency (carried out by REMA specialist teacher), or in class bilingual support to interpret curriculum content and enable access through first language (carried out by REMA bilingual support worker)
  • Please note the first language profile is currently only available in Bulgarian, Nepalese, Polish and Russian

Telephone/video interpreting


Interpreting via telephone or video channels can be used where face-to-face interpreting is not possible. (School is responsible for leading the telephone/video interpreting session). Examples where this service can be used:

  • Direct communication with EAL families and children on arrival in the UK/area
  • Support with homework tasks or curriculum queries
  • Checks on wellbeing and progress during periods of home schooling

School based EAL Training

Training by specialist teachers for school staff and governors is intended to support inclusion, raise achievement and improve outcomes for EAL pupils. REMA EAL training can either be delivered in individual schools, or delegates from schools across Surrey can attend training held at a number of different venues.

School based training can be delivered during school hours or a twilight session. Bespoke training, with content developed to meet individual school needs, can also be provided.

Governor and leadership training

  • Equality and diversity training for new governors
  • Developing policy to promote equality and diversity, including relevant elements of SCC Statutory Audit of Safeguarding Arrangements
  • Using ethnicity and language data, for identification of needs and target settings
  • Considering key principles for whole school EAL provision

Teacher training

  • Practical classroom strategies to support curriculum access for beginners, can be subject specific
  • Practical classroom strategies to support curriculum access for advanced learners, can be subject specific
  • Support for Early Years practitioners, including Hear Our Voices
  • Supporting teachers to identify EAL pupils who may also have SEND
  • Advice and strategies to support refugee and asylum seeking pupils
  • Overview of barriers and cultural implications for learning – suitable for newly qualified teachers (NQTs) and new staff

Support staff training

  • Welcoming EAL new arrivals - guidance for learning support, administrative and non-teaching staff within education setting

Parent/carer workshops

  • Enabling parents/carers to support the learning of their EAL children

Countywide networks

EAL training networks for primary school teaching assistants (TAs)

  • Termly countywide meetings for TAs to develop skills, share ideas with other practitioners and disseminate good practice. (Two TAs per school.)

EAL training networks for primary EAL coordinators

  • Termly countywide meetings for EAL coordinators to provide workshops and briefing updates on education developments in EAL and to facilitate the sharing of effective teaching strategies, policies and practices that support the attainment and achievement of EAL pupils. (Two attendees per school.)

EAL training networks for secondary schools

  • Termly countywide meetings to develop skills, share ideas with other practitioners and disseminate good practice. (Two attendees per school.)

Countywide primary NQT training

Teaching EAL pupils – Making the most of a hidden asset. These are designed to enable attendees to grow in confidence to deal with, and successfully overcome, the challenges that teaching EAL pupils may present. The sessions are delivered in 1.5 days over two dates with additional workplace tasks, supported by distance mentoring – all led by REMA specialist teachers. Distance mentoring is available between day 1 and day 2 to answer questions and support with completion of workplace tasks and resolution of problems.

  • Day 1: training to broaden understanding of the barriers and challenges faced by EAL pupils, followed by the opportunity, within key stages (early years, KS1, KS2), to take part in practical tasks covering differentiation, target setting, recording and monitoring progress etc.
  • Day 2: Group discussions of practical tasks; sharing of good practice; reflection and action planning
  • Training to take place over autumn and spring terms, dates to be confirmed
  • Early expression of interest is recommended as places will be limited

Gypsy, Roma and Traveller (GRT) support for primary and secondary schools

GRT teaching and school improvement support

GRT specialist teachers and Traveller education support workers (TESWs) have many years of successful engagement with the Traveller community, through unique links to GRT families within their home environment and an understanding of cultural issues.

Pupil focused consultation

Best outcomes for GRT pupils are achieved through a holistic approach where school, parents and professionals work effectively together. In response to feedback from schools, REMA has developed GRT pupil focused consultation as a needs-led approach to addressing school and/or pupil concerns. This combines GRT specialist teacher and Traveller education support worker knowledge and expertise to provide:

  • Support to identify individual pupil needs exploring attitudes, behaviours and responses to learning
  • Parent liaison to address issues of concern, including attendance
  • Engagement with other professionals
  • Targeted advice and a written record of proposed actions

Leadership planning

  • Support with policy development and implementation eg. attendance requirements, race equality
  • Data analysis
  • Use of national initiatives, whole school approaches and sharing of good practice
  • Support with planning for staff working with GRT students to ensure improved progress and attainment and access to the curriculum through a range of strategies

Direct teaching support

  • Targeted teaching to address learning gaps support
  • Accelerating literacy skills to improve access to the wider curriculum and raise achievement
  • Support for homework
  • Addressing issues of prejudice, cultural diversity and race equality (group/class/whole school)

School based training

  • Equality and diversity training for new leaders and governors
  • Developing policy to promote equality and diversity, including relevant elements of SCC Statutory Audit of Safeguarding Arrangements
  • Welcome for GRT new arrivals and set up pupil provision
  • Support for staff and governors to ensure inclusion, raise achievement and improve GRT outcomes within the context of the school
  • Improve parent engagement and enable better support for GRT children
  • Support continuity of learning and progress for mobile pupils through distance learning

Countywide training

  • Network opportunities for the full range of school staff to develop skills and share ideas with area colleagues
  • School development support to promote equality and diversity
  • Briefing updates on education developments in GRT policy and practice

Traveller education support worker

Traveller education support workers can assist all levels of school staff to engage with GRT families and ensure effective transition and induction for their children. The type and extent of intervention is negotiated and agreed with individual schools to reflect the specific requirements of the school and the integration needs of pupils.

TESW support is available on a daily basis (7 hours) or in blocks of two hours. The hours are flexible and can be used on an 'as and when needed' basis. Examples of support offered by TESWs:

Induction support

  • Support with admission process for children from semi/nonliterate GRT families or those new to the school system
  • Support mobile GRT families to take up in-year school places
  • Contact with previous schools and completion of pupil profile to support admission
  • Involvement in home activities to support school readiness
  • Initial sessions with pupil and with parents to support understanding of school routines and expectations
  • Facilitate smooth transition to alternative school places when necessary

Parent engagement

  • Build relationships and links between home and school
  • Encourage GRT parental involvement in their children's learning and participation in school life
  • Monitor and support good school attendance
  • Support GRT parents to engage in school meetings
  • Support with requirements of SEND and statutory processes

Partnership working

  • Facilitate effective links with other services e.g. SEND, education inclusion, health, social care
  • Participate in inter-agency meetings to increase understanding of GRT community and their needs
  • Cross-county liaison to support transition and continuity of education for mobile pupils
  • Liaison with further and alternative education providers to support opportunities for KS4 GRT students