Assessment and tracking progress - Print version

Assessment and Tracking English Proficiency

EAL learners can take up to 6 years to become proficient users of English and it is important that their progress in acquiring English is tracked and appropriate language targets are set.

Background Information

It is essential to collect as much background information [https://www.coventry.gov.uk/downloads/download/7071/language-background-information-form] as possible on newly arrived pupils. Our Access to Education Team and MLAs are available to assist with initial parent meetings to ensure that appropriate information is collected.

EAL Assessment Framework

Newly arrived pupils should be placed on a tracking system. The Bell Foundation have a free to download, award-winning framework [https://www.bell-foundation.org.uk/eal-programme/eal-assessment-framework/].

The framework covers the four areas of language (understanding, speaking, reading and writing) and is linked to the five-point (A-E) English proficiency scale which was introduced by the Department for Education (DfE) in 2016. There are two documents, one for primary schools (key stages 1 and 2) and one for secondary schools (key stages 3 and 4).

The Bell Foundation Support Strategies documents for secondary and for primary aged children [http://www.bell-foundation.org.uk/eal-programme/eal-assessment-framework/], also outline suggested teaching and learning strategies to be used in class based on a pupil's English proficiency level.

Assessing English Proficiency in Reception

EMAS are aware that assessing English Proficiency in the Early Years Foundation Stage can be difficult due to a lack of available resources aimed at EAL learners. Therefore, we have been working together with colleagues in Early Years settings facilitating a working party to develop a bespoke set of scales for Coventry schools and other Early Years settings to assess and record the English proficiency progress of our English as an additional language (EAL) learners in EYFS. Download our EYFS tracker [https://www.coventry.gov.uk/downloads/download/7608/emas-eyfs-tracker], accompanying support strategies [https://www.coventry.gov.uk/downloads/download/7404/draft-emas-eyfs-support-strategies] and language background form [https://www.coventry.gov.uk/downloads/download/7405/draft-eyfs-language-background-form] in Coventry schools. Please contact us if you wish to offer feedback or find out more.

Home Language Assessment

• It can show how well-developed a home language is and how it can be used to support English language development.
• It can help practitioners understand the literacy skills that a learner may have in their home language.
• It can indicate the attitudes and experience that an EAL has towards learning in both the home language and English.

Things to consider…

• Avoid translating standardised assessments as languages do not translate exactly
• The learner may have knowledge of certain things in one language but finds it difficult to express in another language. For example, a learner may be able to name the rooms in the house in one language and describe the life cycle of a frog in another.
• Be aware that if there is no local community that share the same home language that parents may find it difficult to maintain their home language

Assessing first/home language

• Obtain the necessary background information (languages, dialects, religion and customs)about the EAL learner’s family so that the appropriate interpreter can be found.
• It is better not to use relatives or close friends of the family when sensitive issues are being discussed.
• Brief the interpreter effectively.  If possible show them any forms and assessments that are being used prior to the interview/assessment.  Explain why the information is being gathered or the purpose of the assessment.
• Observe the body language of the learner and the interpreter to ensure that the learner is comfortable with the interpreter.

Standardised Assessments

The use of standardised tests, particularly with pupils who are in their early stages of acquiring English, is unlikely to produce reliable results for a number of reasons:

• Tests that are designed to assess reading ages, verbal reasoning, spelling and reading comprehension have been designed to assess the literacy skills of Pupils whose first language is English.
• The language used in the assessment is often de-contextualised and may contain cultural references and vocabulary that the learner has never come across (even if translated into their home language)
• They often have an emphasis on grammar. Early-stage EAL learners will not have enough experience of English grammar and so will be unfairly disadvantaged. The grammar progression which is being tested will differ from language to language and therefore it is not advisable to simply translate standardised tests.
• Education systems and assessments differ from country to country so EAL learners may well be unfamiliar with the format and content standardised assessments such as CATs.
• Standardised tests are often standardised on monolingual learners.

Further assessments to consider for EAL Learners

• The CAML-yl assessment by Eltwell [http://eltwell.com/]is a set of activities that are designed to identify specific learning differences in multi-lingual learners. The assessment is not intended to provide a “diagnosis” but rather to provide indicators of the areas in which there may be difficulties/differences. The assessments are not dependent on English for success and are designed to assess skills, rather than language proficiency. The results can provide a useful indicator of where children may be having difficulties. 
• York Assessment for Reading for Comprehension is normed on EAL as well as monolingual learners although only a small percentage.
• Renfrew Action Picture Test [https://www.routledge.com/Action-Picture-Test/peechmark-Renfrew/p/book/9781138586208] is used as the baseline for the Talking Partners [https://www.educationworks.org.uk/what-we-do/speaking-and-listening/talkingpartnersprimary] intervention. Scores are not interpreted but progress is measured from the outset of the intervention and then again at the end.
• K-ABC Kauffman Assessment Battery for Children minimises the role of language ability.
• Canope  are maths and reading assessments for secondary age pupils in multiple languages.

KS2 Statutory Assessments and Multilingual Learners

Registration and Test Entry

• multilingual learners who use English as an Additional Language (EAL) must be registered for the Key Stage 2 (KS2) tests, even if they do not ultimately sit them.
• in line with the KS2 Assessment and Reporting Arrangements (STA), test participation decisions are made on a per-test basis. Pupils should only be entered where the test provides a valid measure of attainment and if not, a teacher judgement may be submitted instead. Pupils may, for example, sit the maths tests but not the reading or Spelling, Punctuation and Grammar (SPaG) papers.
• learners should not be entered for a test if they are working at a level where they would achieve little or no marks. This must be recorded on the test attendance register as Code B.
• only learners who are not expected to gain any marks should be classified as working below the standard of the test (Code B). In such cases, schools are required to use the Pre-Key Stage Standards [https://assets.publishing.service.gov.uk/media/633d664ad3bf7f58733e2c43/2021_Pre-key_stage_2_-_pupils_working_below_the_national_curriculum_assessment_standard.pdf].
• if a learner is likely to score 2–3 marks, they may be entered for the test.

Reading and SPaG Tests

• Code B should be applied to multilingual learners using EAL for the Reading and Spelling, Punctuation and Grammar (SPaG) tests if their level of English proficiency does not yet allow them to access the tests.

Mathematics

• for any newly arrived multilingual learner using EAL, schools should assess their mathematical understanding using the learner’s home language, where possible. Note: EMAS Multilingual Education Assistants (MLAs) can support with this assessment.
• if a learner’s understanding of mathematics is age-appropriate, they should be entered for the test and provided with the appropriate access arrangements.
• Coventry EMAS can offer bilingual support in a range of languages. Schools should contact the EMAS administration team [mailto:admin.emas@coventry.gov.uk] to determine whether support is available in the required language.
• schools should ensure that a session with an MLA is booked to help establish whether a newly arrived learner is working at the standard of the test prior to the examination. Where it forms part of normal classroom practice, the MLA may also support the learner during the SATs tests. Note: Any translator used during the SATs must not be related to the learner.
• if it is not possible to establish a newly arrived multilingual learner’s level of mathematical competence, or if appropriate translation support cannot be accessed, the learner should not be entered for the test. They should instead be registered and recorded as Code U (pupils working at the standard of the test but unable to access it).
• where a multilingual learner using EAL arrives in the weeks immediately preceding the tests, and there is insufficient time to determine whether they are working at the standard of the tests, they should be registered and marked as Code J (Just Arrived) on the test attendance register (see section 6.2) [https://assets.publishing.service.gov.uk/media/65ba78fdf51b1000136a7e7d/2024_key_stage_2_assessment_and_reporting_arrangements.pdf]

Access Arrangements

Reading and SPaG: Translations

• the Reading and SPaG tests must be administered in English.
• no translation of test questions is permitted, except for directions or instructions that are not part of the test content.
• for SPaG Paper 1, a question may be read aloud to a pupil on a one-to-one basis upon request. This arrangement may only be used if it reflects the pupil’s normal classroom practice.

Mathematics: Translations

• in line with the Key Stage 2 Access Arrangements Guidance [https://www.gov.uk/government/publications/key-stage-2-tests-access-arrangements/2025-key-stage-2-access-arrangements-guidance], access arrangements for the mathematics tests are based on normal classroom practice and may include:
• a translator preparing a written translation of the test paper;
• a translator orally translating questions as required;
• the multilingual learner using EAL giving answers in their first language, with the translator recording them in English;
• the multilingual learner using EAL writing answers in their first language, with the translator providing a written translation.
• to prepare a written translation, schools are automatically permitted to open test papers up to one hour before the test. If more than one hour is required, early opening must be applied for via The Primary Assessment Gateway [https://www.primaryassessmentgateway.education.gov.uk/publicaccessproduction/selfservice/citizenportal/login.htm].
• all adults supporting learners must adhere to the KS2 Test Administration Guidance [https://www.gov.uk/government/publications/key-stage-2-tests-test-administration-guidance-tag/key-stage-2-test-administration-guidance]. Where it is part of normal classroom practice, multilingual pupils using EAL may also use:
• monolingual English electronic spell checkers;
• bilingual word lists;
• bilingual dictionaries or electronic translators that provide word-for-word translations only

Removal of Pupils from the Results Data

During the 2026 KS2 September checking exercise and in accordance with Check Your Performance Measures Data [https://check-your-performance-measures-data.education.gov.uk/hc/article_attachments/34883402950802]:

• schools may request the removal of a multilingual pupil using EAL who has arrived from abroad and their first admission to a school in England was before 1 September 2023, if they can provide information/evidence to show exceptional circumstances such as the pupil having no formal education prior to arriving in England, or arrival as part of a resettlement scheme, and the pupil’s first language is not English
• do not request the removal of a multilingual pupil using EAL if your school/college census return shows that the pupils first language is English
• do not request the removal of a multilingual pupil using EAL if English is an official language of their country of origin [https://check-your-performance-measures-data.education.gov.uk/hc/en-gb/articles/26653127734418-2025-KS2-KS4-Removal-Request-Countries-List]
• do not request the removal of a multilingual pupil using EAL if the pupil’s first admittance to an English school was before 1 September 2023 and you cannot provide information/evidence of exceptional circumstances

KS4 & KS3 Assessments and Multilingual Learners

GCSE Exams and Internal Assessments Concessions

Exam guidance for multilingual learners using EAL [http://www.jcq.org.uk/exams-office-documentation-instructions-for-conducting-examinations-ice/] is provided by Joint Council for Qualifications (JCQ).

Bilingual dictionaries – can be used for internal and external assessments if the learner’s home language ‘is not English, Welsh or Irish’ and if this reflects the learner’s ‘normal way of working’. Exam centres do not need to record the use of dictionary or make a formal application to use one. Electronic copies are allowed; however, they must not have pictures, explanations or clarification of words.

Bilingual dictionaries are not allowed in the following GCSE exams:

• English Language
• English Literature
• History
• Geography
• Religious Studies

Reading pens – are permitted to be used if this reflects the ‘candidates’ normal way of working’. Reading pens cannot be used if they have an in-built dictionary or glossary.

Extra Time for Users of Bilingual Dictionaries

JCQ – Access arrangements and reasonable adjustments [https://www.jcq.org.uk/exams-office/access-arrangements-and-special-consideration/]

Multilingual learners using English as an additional language who are permitted a bilingual dictionary in exams, are also entitled to 25% extra time if the following stipulations are met:

• the candidate entered the United Kingdom less than 3 years before the time of the examination(s), with no prior knowledge of the English Language. Note: holiday periods are included in the 3-year rule. Where the three year period from the candidate’s entry into the United Kingdom falls within an examination series, the candidate is permitted to complete that series in full using a bilingual dictionary with 25% extra time.
• the candidate may have been assessed on arrival as being ‘new to English’ (Band A on the DfE scales) or in the early acquisition stages of language development (Band B on the DfE scales)
• English is not one of the languages spoken in the family home (a candidate with no prior knowledge of the English Language who has been placed in a foster home upon arriving in the United Kingdom would not be considered to be living in their family home)
• prior to their arrival in the United Kingdom the candidate was not:
  • educated in an International School where some or the entire curriculum was delivered in English
  • prepared for or entered for IGCSE qualifications where the question papers were set in English
  • prepared in English for other qualifications eg IELTS qualifications, Preliminary English Tests
• the candidate has to refer to the bilingual dictionary so often that examination time is used for this purpose, delaying the answering of questions
• the provision of 25% extra time reflects the candidate's usual way of working with the dictionary.

Applications to have extra time can be submitted using Form BD25.

Note: In subjects where a bilingual dictionary is not permitted, 25% extra time will still be available provided the candidate meets the above criteria. This means that a candidate entered for English Language, English Literature, Geography, History or Religious Studies would be entitled to 25% extra time in those examinations even though they could not use their bilingual dictionary.