It’s widely but not universally known that pupils with English as an Additional Language make better than average progress in all key stages. What’s less well understood is how this varies according to first language, ethnicity group, level of attainment and whether or not born in UK and, if not, time of arrival.
We will look at these and other characteristics (including level of socio-economic disadvantage) and tease out some key patterns from Key Stage 1 to Key Stage 4 that could be used to inform decisions about support and evaluation. In addition we will look examine whether there is any truth in the assertion that EAL pupils do well at Modern Foreign Language because they take their own first language.
Are all Pupil Premium pupils the same?
The answer is, of course, no!
We will examine the relationships between attainment, progress and how often pupils claim free school meals from age 6 to 16 – and how this varies between different minority ethnic groups.
As well as looking at the implications of the findings for evaluation, inspection and school funding we will also look at case studies of how two schools (one primary, one secondary) have helped pupils from the most disadvantaged backgrounds to make exceptionally high progress.
Mike Treadaway is Associate Research Fellow at Education Datalab, and was previously FFT’s Director of Research. A former teacher, lecturer and LA adviser, Mike has over 25 years of experience in working with education data in the context of school improvement. Since founding the FFT Data Analysis Project he has developed models for analysing pupil progress, has led the processing, matching and data analysis for the National Pupil Database, and has provided advice to the Department for Education to support the development of new school accountability indicators and analysis of national trends in school performance.