How to complete your SEF with reference to BME/EAL pupils

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BME = Black and other minority ethnic

EAL = English as an additional language.

These children should be included in the vulnerable groups category in the SEF

Section 1: Characteristics of your school

School census data: are you using the correct ethnicity categories and current Wiltshire first language categories (not OTH, OTB, ENB)

Section 2: Views of learners, parents/carers and other stakeholders

Are the parents of BME/EAL pupils represented and consulted? If not, what are the barriers and how can these be overcome?

Is provision made for translation/interpretation for meetings if necessary?

Section 3: Achievement and standards

3a(i)13

Are you using the National Curriculum English extended scale as described in 'A Language in Common' to track the progress of EAL pupils?

3a (i)26

Are BME/EAL pupils underperforming?

3a(ii)

103a(iii)

Ensure BME/EAL groups are included

3b

How well do BME/EAL pupils achieve in the Foundation Stage?

Section 4: Personal development and wellbeing

Sources of evidence: Have you got an anti-racist policy in place with an accompanying action plan and impact assessment? Is there a racist incident logbook which all staff and pupils know about?

Does the school have an induction procedure for newly arrived BME/EAL pupils (including those who arrive mid-term)?

4c:4

Are exclusions and absences monitored by ethnicity?

Are families from countries with different educational systems aware of the importance of punctuality and attendance? Are extended visits to relatives an issue and how does the school respond to this?

4d:2

Does the ethos of the school ensure that all pupils of all faiths or none feel comfortable about expressing their beliefs?

4d:4

Is there a wider BME/EAL community and how does the school relate to it?

Are there barriers to BME/EAL pupils being involved? What has the school done to overcome these?

4f:2 & 3

Does the ethos of the school ensure that all pupils of all faiths or none feel comfortable about expressing their beliefs?

Section 5: The quality of provision

Is the progress of BME/EAL groups monitored?

Are you using the National Curriculum English extended scale as described in 'A Language in Common' to track the progress of EAL pupils?

Are targets realistic and challenging, showing high expectations?

5a:2

Does teacher planning take into account the needs of BME/EAL pupils?

5a:4

Have teachers received training on this?

Have TAs received training on BME/EAL issues?

5b

How far does the curriculum reflect the needs, interests and experiences of BME/EAL pupils?

5c

Are the links with the wider community of the BME/EAL pupils well developed?

Are cultural issues taken into account?

5c:7

Are more advanced learners of EAL reaching their potential? Are staff aware of strategies to raise achievement?

5c: 8

See section 4

5c:9

Is there a disproportionate number of exclusions of BME/EAL pupils?

5d

Are the specific needs of BME/EAL pupils taken into account e.g. staff are aware of the implications of cultural differences, have high expectations and have good communication with parents, using interpreters if necessary?

Section 6: Leadership and management

6a:2

Are expectations high for BME/EAL pupils? Are targets based on their cognitive rather than current language ability?

6a:7

Have teachers and TAs received training on BME/EAL issues?

6a (ii)

Is there a governor responsible for BME/EAL issues? Is the wider community represented on the governing body?

6b

See comments above.

A very useful website which gives exemplification for each category is www.supportingselfevaluation.org.uk Enter primary and ethnic minority achievement in the search box, then click on each section and “view issue” will give examples of possible supporting evidence.

Last updated: 30 November 2009