Guiding every member of staff
Give teachers and support staff a small shared set of practices they can use immediately.
Understand the learner
A developing command of English does not show the full extent of a learner’s subject knowledge. Find out about prior learning and language resources. Check understanding through more than one response mode and involve appropriate specialists where concerns remain.
Make communication accessible
Use a clear sequence, show an example, write key information and allow processing time. Ask learners to show or explain the next step instead of relying on “Do you understand?”. Reception, library, laboratory, sports and transport staff can use the same approach.
Teach the subject language
Identify the words, sentence relationships and text structures needed for the task. Model them with subject content, provide rehearsal and reduce support as learners gain control. Keep challenging thinking visible.
Use a staff learning cycle
Take one upcoming task to a short meeting. Audit its language, rehearse a model, agree a classroom change and review two or three anonymised learner responses. Include colleagues who work with students outside lessons.
What this can look like
In history, staff compare a dense instruction with a clearer version that still asks learners to evaluate a source. They rehearse a response linking a claim, source detail and limitation, then review whether learners can make that connection independently.
Responsibilities and review
The professional learning lead and EAL lead coordinate a brief induction and recurring task-based meetings. Review actual materials and learner responses; an attendance list alone cannot show whether classroom practice changed.
A staff discussion about inclusion
Use four stations: academic access, social belonging, linguistic participation and staff attitudes. At each station, describe one current practice, a learner experience you need to hear and a change to test. Bring the discussion back to an actual lesson or school routine and assign an owner and review date.
Plan language across learning →
Plan staff training, cascading and embedded support →
Plan one action
Choose a manageable action, give it an owner and decide how you will hear from learners before reviewing it.