Ethnic minority achievement (EMA)

The aim of this resources page is to support the schools to build on evidenced based strategies to close the achievement gap and further improve the life chances for all children and young people in Ealing schools.

Ealing Learning Partnership does not have a dedicated EMA/EAL team to provide this service. However, support is provided via EMA/EAL network meetings, resources on EGfL and bespoke support if requested by schools / other LAs.

EMA network meetings

Offered to strategic inclusion /EMA leaders and specialist EAL teachers, EMA network meetings offer the following learning opportunities:

• Pulling together pedagogy for EAL /EMA learners and gaining insight into researched-based and evidenced effective practice
• Developing leadership strategies to raise the attainment of disadvantaged groups
• Sharing best practice and ways to building capacity, adding value and securing impact.

Primary EMA network meetings

• 5 October 2022 at 1:30 – 4pm
• 1 March 2023 at 1:30 – 4pm (link is external)
• 14 June 2023 at 1:30 – 4pm (link is external)

Secondary EMA network meetings

• 12 October 2022 at 3-5pm
• 15 March 2023 at 3-5pm (link is external)
• 15 June 2023 at 3-5pm (link is external)

Key dates

27 January 2023 – Holocaust Day

Theme for 2023 is ‘Compassion’ Please see Theme of Refugee Week 2023: Compassion | Refugee Week (link is external)

For the past LA resources on GRT month and Refugee Weel, please see Diversity and inclusion - Ethnicity,language, culture and experiences(link is external) (link is external) (pdf) (Login* to view information)

THis years theme is ‘Ordinary People’. For more Holocaust Memorial Day Trust | HMD 2023 Theme (link is external)

June 2023 Gypsy Roma Travellers History Month

For more Gypsy Roma and Traveller History Month | The Traveller Movement (link is external) Gypsy, Roma and Traveller History Month 2022 - Friends, Families and Travellers (gypsy-traveller.org) (link is external) has some useful resources 19 - 25 June 2023 - Refugee Week

*An EGfL user account is required to view the above document. No user account yet? Please use the registration form on this site.

Pupil groups – Diverse learners in Ealing

A common characteristic of Ealing schools is the high level of pupil diversity that exists within classrooms. A key challenge for all schools is catering simultaneously for all the different needs of all pupils. The diverse classrooms include children that have a range of needs. It is important to recognise that every child is an individual with unique characteristics, needs and developmental pathways.

• Pupils with special educational needs and disability (SEND)
• Pupils from ethnic minority backgrounds (link is external)(pdf)
  • Black and Minority Ethnic (BME)
  • English as an additional language (EAL)
  • Gyspy, Roma and Travellers (GRT)
• Disadvantaged / pupils entitled for free school meals (FSM)
• Looked after children (LAC)
• Most able and gifted and talented
• Gender

Some of these groups (SEN, EAL, BME) are not homogenous groups. This means that pupils in these categories may have more than one need. It is equally important to consider that these categories are not labels, but indicators to support teachers in planning appropriate support for every child in their class.

Also, it is critically vital to recognise the strengths all pupils bring in the classroom. For example, bilingual pupils may bring a range of linguistic skills and valuable personal and educational experiences. Equally, some children identified with Asperger disorder could also be very able children and be high performers in one or more subjects.

Supporting EAL learners

New arrivals

• Admission of new arrivals process (link is external)(pdf)
• Induction prrogramme for new arrivals example and useful websites (link is external)(pdf)
• Assessing pupils with EAL / new arrivals profile (link is external) (pdf)
• EAL assessment framework (link is external)(Bell Foundation)
• Excellence and Enjoyment: Learning and teaching for bilingual children in the primary years (link is external) (Includes: Introductory guide: Unit 1: Planning and assessment for language and learning; Unit 2: Creating the learning culture: making it work in the classroom; Unit 3: Creating an inclusive learning culture; Unit 4: Speaking, listening, learning: working with children learning EAL)
• Home learning: Covid 19 – Support pack for parents and pupils of English as an additional language (PDF) (link is external)
• English as an additional language (EAL) and educational achievement in England (link is external) (pdf)

Advanced bilingual learners

• Guided sessions to support writing English as an additional language (link is external)
• Ensuring the attainment of more advanced learners of EAL (link is external)(Including: Analysing writing, Talk as a tool for thinking, Bridging talk and text, Thinking and writing as a writer, Reading as a writer)
• Could they do better? (link is external) (pdf) Lynne Cameron’s research writing in English as an additional language at key stage 2

EAL and SEND pupils

A child should not be regarded as having a learning difficulty because the language or form of language of the home is different from the language in which he or she is or will be taught - The Education Act (1993), section 156

• EAL with SEND needs (link is external) (EAL Nexus). Includes a step-by-step procedures for identifying the learning needs of EAL pupils with SEND needs.
• EAL and SEN (link is external) (NALDIC) - Includes: Identification and assessment (link is external), Overcoming barriers to learning in literacy (link is external), Overcoming barriers to learning in mathematics (link is external).
• Common difficulties in writing and reading (link is external) (pdf) - Includes: EAL and / or SEN filter questions.

Black and minority ethnic pupils

• The Black Curriculum report 2020 (link is external)(pdf) Black British history in the national curriculum report.
• The Black Curriculum (link is external)
• DfE (2015) A compendium of evidence on ethnic minority resilience to the effects of deprivation on attainment (link is external)(Gov.UK)
• DfE (2015) Ethnicity, deprivation and educational achievement at age 16 in England: trends over time (link is external) (Gov.UK)
• National Strategies- Excellence and Enjoyment: learning and teaching for Black children in the primary years (pdf)
• Promoting spiritual, moral, social and cultural (SMSC) education and fundamental British values in your setting (link is external) (Gov.UK)

Black History Month

• Celebrating Black History Month in Ealing
• Historical Association (Teaching Black History) (link is external)
• www.sugarmediaandmarketing.co.uk (link is external)
• www.blackhistorymonth.org.uk (link is external)
• www.studenttimes.org (link is external)
• www.diversitydashboard.co.uk (link is external)

Further information

For further information contact

Mirela Temo - ECT and ethnic minority achievement adviser
Tel: 020 8825 7986
Email: mtemo@ealing.gov.uk (link sends e-mail)