Course Overview
Looking through the lens at EAL: an evaluative approach for school leaders is a 90-minute strategic session designed for headteachers, deputy heads and senior leaders who hold responsibility for outcomes, inclusion and school improvement. Grounded in the latest national research on English as an Additional Language (EAL) and informed by The Bell Foundation’s Whole School Self Evaluation Toolkit, the session supports leaders to evaluate the effectiveness of their current EAL provision at a systems level, rather than through individual pupil deficits. Drawing on evidence that English proficiency is a key driver of attainment for multilingual learners, the session explores how leadership decisions around assessment, curriculum, professional development, inclusion and pupil voice shape language development and equity across the school.
Participants are guided to use the Bell self-evaluation dimensions, such as whole school culture, teaching and learning, assessment and tracking, and staff expertise, to identify strengths, gaps and priorities, and to align EAL strategy with Ofsted expectations, SEND processes and school improvement planning. The session emphasises an evaluative, evidence-informed leadership lens that enables senior leaders to move beyond compliance towards sustainable, high-impact provision for multilingual learners across the whole school.
Why Attend?
- Strengthen strategic self-evaluation of EAL provision by using The Bell Foundation’s Whole School Self-Evaluation Toolkit to identify strengths, gaps and priorities across leadership, teaching and learning, assessment, inclusion and culture—supporting robust school improvement planning rather than ad hoc responses
- Align EAL strategy with what the evidence says about attainment, understanding why English proficiency (not EAL status) is a key driver of outcomes and how leadership decisions directly influence progress for multilingual learners
- Improve confidence in leadership conversations with staff, governors, Ofsted and external professionals by developing a shared, evidence-informed language for evaluating EAL provision at the whole-school level rather than through individual deficit narratives
- Reduce inappropriate referrals and misidentification by understanding how high-quality universal provision, assessment systems and staff expertise can meet needs earlier and more effectively, supporting inclusive practice and SEND coherence
- Leave with clear next steps for action—using Bell Foundation evaluation tools to translate reflection into measurable, sustainable improvements that benefit multilingual learners and strengthen overall teaching and learning across the school
What will it cover?
- Using the Bell Foundation Whole School Self Evaluation Toolkit strategically, exploring the key dimensions of effective EAL provision (leadership and management, teaching and learning, assessment, inclusion and culture) and how these can be used as part of ongoing school self-evaluation and improvement cycles, not just one-off audits
- What the latest national evidence says about EAL and attainment, including why English proficiency is a critical lever for school outcomes and how this should inform leadership priorities, resourcing decisions and monitoring at the whole school level
- Evaluating assessment, tracking and data systems for EAL learners, with a focus on how schools can distinguish language development from SEND, ensure consistency across phases, and use proficiency information meaningfully to inform strategy and accountability
- The role of leadership in building staff expertise and inclusive practice, examining how CPD, curriculum design and quality first teaching create conditions in which multilingual learners can thrive and reduce reliance on reactive or specialist pathways
- Turning evaluation into action, supporting senior leaders to translate self-evaluation findings into clear, prioritised next steps that align EAL provision with Ofsted expectations, SEND strategy and wider school improvement planning
Who should attend?
Colleagues with leadership responsibilities, which include EAL
Cost
Two free places for any school which have the LAS ‘Developing Excellence in EAL Practice and Pedagogy’ termly SLA. PAYG £55 per delegate. All costs are subject to VAT. Failure to cancel or non-attendance will incur costs. All cancellations must be completed online at www.sil-ltd.co.uk at least 48 hours in advance.
