Practical whole-school inclusion
EAL inclusion walk-through checklist
Notice the conditions around learners: access to the task, opportunities to participate and the experience of belonging. Agree one next step with the team.
Use this as a shared learning conversation, not a judgement of an individual teacher. Observe a normal lesson or school routine, record only brief non-identifying evidence, then agree one useful adjustment with the staff involved.
| Look for | Observation | Evidence / next step |
|---|---|---|
| Task and language goal The subject goal and the language learners need to use are visible or stated. | ||
| Instruction access Instructions are chunked, modelled or supported visually; understanding is checked. | ||
| Meaningful vocabulary A manageable set of essential terms is taught in context and revisited. | ||
| Thinking and talk Learners have think time, partner rehearsal or another route into participation. | ||
| Intellectual challenge The task keeps subject thinking ambitious while offering a suitable scaffold. | ||
| Multilingual resources Students can use relevant language resources when these help them access or develop the subject idea. | ||
| Models and examples A short model shows the reasoning or language move expected in the task. | ||
| Assessment access Learners can show subject knowledge; English development is noticed separately when appropriate. | ||
| Feedback and agency Feedback names a clear next step and gives learners time to act on it. | ||
| Belonging and relationships Names, peer roles, transitions and participation routines communicate that learners belong. | ||
| Family communication Important information is clear, translated or interpreted when needed, and open to family response. | ||
| Learner voice Students have a safe way to say what helps, what blocks access and what they want to change. |
Close the loop
- Ask staff what felt workable and where learners needed more access.
- Check one learner view or work sample alongside the observation.
- Choose one change and name who will make it happen.
- Set a date to see whether the change improved participation or access.