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New arrivals

The new arrival programme runs for 3 months. This programme equips children with basic communication skills for everyday needs. Children are introduced to different greetings, names and places in and around school, stationery and classroom language. They also begin to learn names of body parts, verbs, family etc. This helps to increase the child’s everyday vocabulary and language progressively week by week. The language used in this programme is structured so that children learn how to use present tense in first and third person. They being to ask and respond to simple questions. At the end of the 3-month period, children are re-assessed to track their progress and next steps.

At Ranelagh, almost all our children speak English proficiently alongside their home language but some children who arrive at the school may require additional support with English.

 As a result, we have staff members that are specifically trained in various approaches to support children who are new to English; our teachers are equipped with the knowledge and expertise to provide in-class support to help children learn, develop and apply new vocabulary and sentence structures. We also provide small group intervention sessions to ensure effective opportunities for speaking and listening, reading and writing.

Here at Ranelagh, we recognise children come from a variety of backgrounds, personal experiences and cultures. We do our best to cater for each individual child’s learning experience using and adapting different methods of pedagogy:

 

  • Children are supported during the first few weeks and allocated a ‘buddy’ (preferably with the same first language) who will show them around the school and help them understand the new school routine. The ‘buddy’ will be a child from class chosen by the teacher, and in Key Stage 1 a Teaching Assistant will also support the child. Phonics and EAL assessment are carried out during the first two weeks of a child joining the school. The child will then be able to access support for phonics in the “Nessy” programme and support for everyday language through the ‘Racing into English’.

 

  • Class teachers differentiate lessons and children are provided with effective opportunities to develop communication skills. In English we create target groups to ensure children are exposed to an array of skills working at word and phrase level: building on the child’s key vocabulary skills for everyday language use. Writing skills are also developed through structured scaffolding frames to encourage independent writing. We also provide bilingual dictionaries and talking picture dictionaries to support their learning in the classroom.

 

All this work supports the children to make rapid progress and very quickly become part of the Ranelagh success story.

EAL Primary Profile of Competence at Ranelagh

Listening and Talking

A                                    LISTENING AND TALKING                                   new to English

Tick when achieved

A1

I can join in activities and routines

 

A2

I can follow simple, everyday instructions

 

A3

I can repeat words and phrases used by other pupils and adults

 

A4

I can join in simple, short conversations (e.g. Good morning, How are you?) and answer with a gesture or smile

 

A5

I can understand and name some classroom/everyday objects

 

A6

I can say what I want using gesture,1-2 words and my home language

 

A7

I can show that I have understood simple information, with pictures and gestures to help me

 

A8

I can give some information on familiar topics (self/home) using single words or short phrases

 

A9

I can answer yes/no and either/or questions

 

B                                    LISTENING AND TALKING                                  early acquisition

Tick when achieved

B1

I am beginning to join in group activities

 

B2

I can follow a short set of instructions

 

B3

I am beginning to use a wider range of basic words and some topic words

 

B4

I can ask simple questions to help me understand and join in

 

B5

I am starting to understand class topics with pictures and simple explanations to help me

 

B6

I can speak in English using simple words in short sentences

 

B7

I am beginning to use plurals (cats, boxes), articles (a, the), pronouns (he, she, it) and prepositions (to, at, on) more often

 

B8

I can use the Present Simple tense (I dance / he dances) correctly

 

B9

I am beginning to use the Past Simple tense for regular verbs (I played, I listened) and some irregular verbs (I went, I did, I had, I got)

 

B10

I can answer yes/no questions and simple open questions

 

C                                     LISTENING AND TALKING                         developing competence

Tick when achieved

C1

I am beginning to join in at whole class discussion time and everyday conversations

 

C2

I can understand and use more basic, mature and topic/subject words to talk about what I am studying

 

C3

I can show my understanding of the details of teacher’s presentations class topics, with pictures and repetition to help me

 

C4

I can speak English using longer and more complex sentences

 

C5

I can use plurals (cats, boxes), articles (a, the), pronouns (he, she, it) and prepositions (to, at, on) more often

 

C6

I can use the Present Simple and Continuous tenses (I dance / he dances, we are dancing)

 

C7

I can use the Past Simple for regular verbs and lots of irregular verbs correctly (I played, they caught, you bought)

 

C8

I am beginning to use more verb tenses: past continuous (I was playing), future (I will play) and conditional (I would play)

 

C9

I am beginning to use words like, might, may, could, would be

 

C10

I can answer appropriately a variety of questions (yes/no, open questions)

 

D                                     LISTENING AND TALKING                                          competent

Tick when achieved

D1

I can join in whole class discussion to give group feedback and share my opinions

 

D2

I can understand and use a wide range of basic, mature (including less common words) and specific topic words

 

D3

I can show my understanding of the detail of class topics by answering a variety of questions

 

D4

I  can speak correctly and at length about class and social topics 

 

D5

I can use articles (a, the), plurals (s), pronouns (he, she, it) and prepositions (to, at, on) correctly

 

D6

I can use all regular verbs and most irregular verbs correctly in the Past Simple tense (I played, they caught, they taught)

 

D7

I can use other tenses e.g. past continuous (I was running), future (I will run) and conditional (if I ran) correctly most of the time

 

D8

I can use words like might, may, could, would be, to talk about probability and prediction

 

D9

I can talk about complex ideas and concepts, using longer and more complex sentences and responding to a variety of questions

 

 

 

E                                     LISTENING AND TALKING                                          fluent

 

Tick when achieved

E1

I can speak confidently, fluently and accurately on a variety of topics, both informal and academic

with no more non-standard features than a monolingual speaker of English of similar age and

ability

 

E2

My understanding is commensurate with that of a monolingual speaker of English of similar age and

ability

 

 

Reading

A                                                   READING                                                     new to english

Tick when achieved

A1

I can recognise my own name in writing (in English or my first language)

 

A2

P1-3   I can show that I know some letter sounds

P4-7   I can show that I know most English letter names and sounds

 

A3

P1-3    I can match some sounds to letter shapes 

P4-7   I can correctly match letter shapes (initial sounds) with sounds

 

A4

I can read simple words (e.g. ‘cat’ ‘dog’)

 

A5

I know some common words (e.g. the, is, it)

 

A6

I can follow English language books from left to right, top to bottom)

 

A7

I can understand some short texts using: pictures; my own knowledge; picture/dual language dictionary; glossary

 

A8

I can read and understand some basic words 

 

A9

I can recognise some topic words using: e.g. pictures, my experiences/knowledge and a dual language dictionary 

 

B                                                    READING                                                early acquisition

Tick when achieved

B1

P1-3     I can show that I know all letter sounds

P4-7    I can show that I know all letter names

 

B2

P1-3    I can read some longer words (e.g. words with consonant blends/vowel digraphs)

P4-7   I can read longer words (e.g. words with consonant blends/vowel digraphs)

 

B3

I can read common words

 

B4

I can read and follow simple written instructions

 

B5

I can understand some short fiction and non-fiction school texts using: (e.g. pictures) my own experiences/prior learning; dual language dictionary (age-appropriate) and I have some understanding of  the difference between the language in different texts (e.g. newspaper, comic, fiction, non-fiction)

 

B6

I can read and understand basic and mature words (age-appropriate) and guess the meaning of words I don’t know

 

B7

P1-7  I can read and understand some subject words using: pictures, diagrams, my own knowledge, a dual language dictionary (age-appropriate)

 

B8

I can show that I understand how to use basic punctuation (e.g. capital letters, full stops, question marks)

 

B9

P1-3    I can show that I understand how to use connectives (and, but) and pronouns (he, she, it)

P4-7    I can understand the use of connectives and pronouns and words such as what, who, they

 

C                                                      READING                                   developing competence

Tick when achieved

C1

I can read letter names and know letter sounds

 

C2

I can read familiar texts suitable for my age group fluently, accurately and with understanding

 

C3

I can read common words correctly and with understanding

 

C4

I can show that I understand short fiction and non-fiction texts using pictures, my own knowledge and picture/ dual language dictionary (age-appropriate) and I understand the difference between the language in different texts (e.g. newspaper, comic, fiction, non-fiction)

 

C5

I can read and understand a wider range of basic and mature words and guess the meaning of words I don’t know from the context

 

C6

I can show that I understand most subject-specific words using: pictures, my own knowledge, dual language dictionary (age-appropriate)

 

C7

I can show that I understand how to use a wider range of punctuation such as speech marks, exclamation mark               

 

C8

I am beginning to make simple inferences and conclusions when reading

 

C9

I can identify and use a range of cohesive markers to understand a text (e.g. connectives, pronouns)

 

 

 

D                                                     READING                                                        competent

 

Tick when achieved

D1

I can read unfamiliar new texts (suitable for my age) fluently and accurately with understanding

 

D2

I can show that I understand most of the detail of fiction and non-fiction texts (age-appropriate) without pictures 

 

D3

I can show that I understand most common mature vocabulary for my age and most topic vocabulary and guess the meaning of words I don’t know without help

 

D4

P1-3    I can make simple inferences and draw conclusions when reading

P4-7  I can make inferences and draw conclusions by myself when reading

 

D5

I can understand a wide range of cohesive markers e.g. pronouns, (he, she, it) connectives (and, but, therefore, meanwhile, nevertheless, despite etc) (age-appropriate)

 

E                                                       READING                                                            Fluent

Tick when achieved

E1

 

I can reads, understand, select, interpret and respond appropriately to a range of fiction and

non-fiction, age-appropriate texts with no more errors or difficulties than a monolingual speaker of English of similar age and ability.

 

Writing

A                                                   WRITING                                                  new to english

Tick when achieved

A1

I can write my own name

 

A2

I am beginning to form letters and copy words (if early literacy or new script)

 

A3

I can remember to write from left to right (if early literacy or new script)

 

A4

I can copy words quite well  (if early literacy or new script)

 

A5

I can write letters when I hear their sounds

 

A6

I am beginning to write some common words correctly

 

A7

I can write short, simple sentences / phrases about familiar subjects (family/ class) with help

 

B                                                     WRITING                                               early acquisition

Tick when achieved

B1

I can copy words correctly

 

B2

I can write simple words that I know (eg. hat, sun) using my knowledge of sounds

 

B3

I can correctly write some of the common words 

 

B4

I can write short, simple sentences on my own

 

B5

I can use simple words in my writing as well as some new topic words 

 

B6

P1-3   I am beginning to use capital letters and full stops

P4-7  I can use capital letters and full stop

 

B7

P1-3   I am beginning to use joining words (and, but) to write longer sentences

P4-7  I can use connectives (and, but, then) to write longer sentences

 

B8

I can use plurals (cats, boxes), articles (a, the), pronouns (he, she, it), prepositions (to, at, on )

 

B9

I can use the Present Simple tense correctly (I dance / he dances) 

 

B10

I can use the Past Simple tense for regular verbs (I played, I listened) and some irregular verbs (I went, I saw, I got) correctly

 

C                                                     WRITING                                   developing competence

Tick when achieved

C1

I can copy text correctly and at the same speed as other people in my class 

 

C2

I can correctly write familiar words on my own, using my knowledge of letter sounds

 

C3

I can write new words using my knowledge of letter sounds

 

C4

I can correctly write most of the common words that we have learned in class

 

C5

P1-3   I can write a paragraph of at least 2-3 sentences (with help from pictures, writing frames or modelled examples from my teacher)

P4-7 I can write a longer paragraph (with help from pictures, writing frames or modelled examples)

 

C6

I can use a wider range of basic vocabulary, some mature words and topic words I have learned in class

 

C7

P1-3   I can use basic punctuation correctly all the time (capital letters, full stop)

P4-7 I can use a range of punctuation correctly (comma, question/ exclamation mark)

 

C8

P1-3   I am beginning to use a wider range of joining words and structures to write longer/more complex sentences

P4-7  I can use a wider range of connectives and structures to write longer and more complex sentences

 

C9

I can use plurals, articles (a, the), pronouns (he, she, it), and prepositions (at, to, on) 

 

C10

I can use the Present Simple (I dance, he dances) and Continuous (he is dancing) tenses

 

C11

I can use the Past Simple for regular verbs (I played) and lots of irregular verbs (they caught, you bought) 

 

C12

I am beginning to use some other tenses  (past continuous, present/past perfect, conditional)

 

C13

With support, I can check over my own writing for spelling, grammar and things I have missed

 

D                                                      WRITING                                                     competent

Tick when achieved

D1

I can write longer and different kinds of texts correctly e.g. lists, labels, letters

 

D2

P1-3   I can write stories/accounts/reports of at least a short paragraph on my own

P4-7  I can write stories/accounts/reports of at least 2 paragraphs on my own

 

D3

I can use a wider range of mature and topic vocabulary

 

D4

I can use a range of punctuation correctly

 

D5

I can use grammatical structures (e.g. connectives) to write longer and more complex sentences

 

D6

I can use all regular (walked) and most irregular (I taught, I bought) past simple tense forms correctly

 

D7

I can use other tenses (past continuous, present/past perfect, conditional)

 

D8

I can use language to predict and talk about probability using(might, may, could, would be)

 

D9

I can check over my own writing for spelling, grammar and things I have missed on my own

 

E                                                                             WRITING                                                                fluent

 

Tick when achieved

E1

 

I can cope confidently and competently with the writing demands of all areas of the curriculum with no more errors or difficulties than a monolingual speaker of English of similar age and ability. I demonstrate age-appropriate control of language (vocabulary, structures, punctuation) to produce a variety of text types

 

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