Coventry Language Policy Framework

Effective identification, assessment, and tracking are central to ensuring that all learners are supported to access the curriculum and demonstrate their learning. These processes require careful attention to the ways in which language shapes how learners engage with teaching and assessment, and are most effective when they are collaborative, involving families, EAL specialists, SEND staff, and subject teachers alongside one another.

Identification

Identification of multilingual learners using English as an Additional Language is based on a broad and informed understanding of the learner, rather than relying solely on admission data. Schools develop a holistic profile on entry, recognising that this will continue to evolve over time. A key principle underpinning identification is that language development takes time, and that progress is not always linear. While learners may develop everyday conversational fluency within 1 to 2 years, the language required for academic learning typically develops over a longer period, often 5 to 7 years or more, depending on prior experience and literacy (Cummins, 2000; The Bell Foundation, 2017).

It is important that difficulties arising solely from learning English as an additional language are not identified as special educational needs, in line with the SEND Code of Practice. Tracking in all language skill areas; listening, speaking, reading and writing provides a broader picture of learner development over time, capturing both English proficiency and curriculum attainment and recognising that these develop in related but distinct ways.

Assessment

Assessment takes account of the relationship between language and learning. Learners may have strong conceptual understanding that is not yet fully expressed in English, and assessment approaches should enable learners to demonstrate that understanding while maintaining cognitive challenge. Considering learners' skills across all their languages, rather than only in English, supports more accurate assessment and understanding of student progress. This ensures that sustainable support strategies are put in place for both language development and, where relevant, special educational needs.

Tracking

Tracking provides a broader picture of learner development over time. This includes both English proficiency and curriculum attainment, recognising that these develop in related but distinct ways. Schools use a recognised framework to assess English proficiency across speaking, listening, reading, and writing, and ensure that this is understood across the staff team.

Detailed guidance on identification, assessment, and tracking processes, including frameworks, tools, and practical approaches for use in the classroom, is set out in the accompanying implementation guidance.