Welcoming new EAL learners
Make the first days understandable, predictable and socially welcoming.
Before arrival
Admissions and the EAL lead gather the learner’s preferred name and pronunciation, languages used, prior schooling, interests and family communication preferences. Ask what the learner can already do and what helps them learn. Share relevant information with staff who need it.
First day
Provide a visual timetable, map and a named contact. Explain toilets, lunch, transport, equipment and how to ask for help. Introduce a trained buddy and check the learner knows where to go next. Offer a translated or bilingual version of essential information where useful.
First fortnight
The tutor checks routines and peer connections; subject teachers sample understanding using discussion, diagrams and familiar languages as appropriate. The EAL team builds a profile from several sources rather than treating a single score as the full picture.
Review with the learner
At the end of the first week and again after a few weeks, ask: What makes sense now? Where do you feel comfortable? What remains confusing? Agree one adjustment and a person responsible for it.
What this can look like
For a new Year 8 learner, the tutor rehearses the route to science and lunch with a buddy. The science teacher shares a labelled equipment diagram before the first practical. The learner chooses whether the buddy remains alongside them or checks in at transitions.
Responsibilities and review
Admissions owns pre-arrival information; the tutor coordinates settling in; the EAL lead coordinates the language profile. Review whether the learner can follow routines, ask for help and name a trusted adult. Record the next action, not just that induction took place.
Plan one action
Choose a manageable action, give it an owner and decide how you will hear from learners before reviewing it.