At Felix House School, we recognise that pupils with English as an Additional Language (EAL) may face additional barriers to learning, particularly within a specialist SEMH context where communication, emotional regulation and relational safety are central to success. We are committed to ensuring that EAL pupils are fully included in all aspects of school life and are supported to achieve both academically and socially.

Intent

Our intent is to ensure that pupils who speak English as an additional language develop proficiency in English while maintaining pride in their home language and cultural identity. We understand that language acquisition is closely linked to emotional wellbeing, confidence and belonging. Within our SEMH setting, we prioritise relational safety, trust and trauma-informed practice to enable pupils to feel secure enough to take risks in communication and learning.

We aim to:

• Provide equitable access to a broad, balanced and ambitious curriculum.
• Remove language as a barrier to participation and achievement.
• Promote cultural awareness, diversity and mutual respect in line with British Values.
• Support pupils to develop academic language alongside social communication skills.

Implementation

We assess pupils’ language proficiency on entry and monitor progress over time. Planning is adapted to ensure that language demands are identified and scaffolded appropriately. Staff use a range of strategies to support comprehension and expression, including:

• Visual supports and dual coding.
• Pre-teaching of key vocabulary.
• Clear, concise and structured language.
• Modelling and repetition.
• Opportunities for structured talk.
• Differentiated questioning.

In our SEMH context, we recognise that emotional dysregulation can impact language processing. Therefore, we ensure that language support is embedded within a calm, predictable and relationally secure environment. Pupils are encouraged to share their cultural backgrounds and experiences, fostering inclusion and belonging across the school community.

Where appropriate, we work in partnership with families and external agencies to ensure consistent support.

Impact

As a result of our approach, pupils with EAL:

• Make progress in English language acquisition relative to their starting points.
• Access the full curriculum with increasing independence.
• Develop confidence in spoken communication.
• Feel valued and included within the school community.
• Demonstrate improved engagement and participation in learning.

We regularly review provision to ensure that EAL pupils achieve well academically while also developing the social and emotional skills needed to thrive within and beyond school.