Self-Evaluation Grid

Departments for Children and Young People RAISING THE ACHIEVEMENT OF MINORITY ETHNIC PUPILS in Primary Schools Self-evaluation

This self evaluation grid is designed for use in schools in Bath and North East Somerset, North Somerset and South Gloucestershire to support them audit and plan their work to raise the achievement of minority ethnic pupils as part of their general work with vulnerable groups. The grid reflects all aspects of this work and draws heavily on the following National Strategy programmes:

 Excellence and Enjoyment: Learning and Teaching for Bilingual Pupils in the Primary Years. Ref: 0013-2006PCK-EN  New Arrivals Excellence Programme. Ref: 00041-2008FLR-EN  Excellence and Enjoyment: Learning and Teaching for Black Children in the Primary Years. Ref 00058-2008PCK-EN

As with all such self-evaluation, judgements should be based on evidence about provision and impact. The four columns represent a continuum of development and effectiveness, using headings which are familiar to those who have already used similar grids from the Primary National Strategy:  Focusing: The school is at the beginning of the process – identifying what is happening but recognising that much remains to be done.  Developing: The school has started to address some aspects but there is a need for further development in identified areas.  Establishing: Many things are in place and embedded. There has been a significant development in the quality of provision and an impact on standards and progress. Some issues regarding whole-school consistency and cohesion need addressing. 1

South Gloucestershire BME School self-evaluation grid  Enhancing: There is whole-school consistency and cohesive practice is embedded across the school. Impact on standards and progress is evident.

As with other self-evaluation grids, highlighting text which broadly describes the school’s current provision will help generate a “best-fit” judgement and, in turn, support the identification of potential priorities for further development.

For simplicity and brevity, the term “BME” (“black and minority ethnic”) is used throughout this document. This phrase should be assumed to include black and dual heritage children as well as those from bilingual backgrounds. Bilingual pupils include those who are new arrivals.

Strand 1: Leadership and management Focusing Developing Establishing Enhancing 1a Race equality The school is aware of its statutory duties Race Equality and Community Race Equality and Community Race relations in the school under the Race Relations Amendment Act Cohesion policies are in place and Cohesion are explicitly planned for and community are excellent. (2000) and duties to promote Community being implemented. All racist incidents developed across the curriculum, and Incidents of racism beyond the Cohesion (2007). Race equality and are recognised, recorded, monitored permeate it. All school policies school involving children are Community Cohesion policies are in place. and managed effectively. A whole- (including curriculum policies) are addressed. Serious racist incidents are recorded, reported school behaviour management policy is regularly reviewed and their impact on The school acts as a positive role and responded to appropriately. Relationships in place, consistently implemented and race equality is monitored. BME model for race relations and positive within school are generally positive. There is an seen to be fair. Closing gaps in parents/carers and children are attitudes for the wider community. The anti-bullying policy in place. Data is used to attainment between groups is identified regularly consulted. The school school evaluates the outcomes of identify gaps in attainment between ethnic as a school priority. publishes the results of its monitoring, monitoring and strives for continuous groups. All relevant policies (e.g. behaviour, Policies are monitored to ensure they including attainment, by ethnicity. improvement in all aspects of its work attendance) show an awareness of BME are fair for all groups of pupils. on race equality and community children. cohesion. 1b The Senior Leadership Analysis of quantitative data for standards and An audit of provision for BME children The impact of the action plan is All staff take account of the needs of Team (SLT) role in progress of BME children, as well as an audit of across the whole curriculum has been monitored and evaluated. The impact of BME children in their curricular action establishing priorities, provision for EAL has been carried out. The carried out. The action plan for BME other curriculum action plans on BME plans in order to raise standards. The planning action and SLT has developed and implemented an learners is refined as a result of the children is monitored and evaluated. school’s priorities for improving reviewing progress. agreed action plan for BME children that outcomes. The BME action plan is refined standards for BME children are addresses identified priorities and appropriately An induction policy for new arrivals has following the outcomes of evaluation of embedded in the whole-school deploys all resources, including additional been established and newly arrived all action plans as well as reviews of improvement programme with clearly adults. An EMA leader has been identified. A pupils are expected to make rapid learners’ progress. identified BME-specific priorities which named member of the SLT leads on BME progress onto NC levels in English and New arrivals needs are integrated into are reviewed regularly and achievement. New arrivals are welcomed in mathematics mainstream delivery. systematically. school and staff understand how to support The EMA leader has the capacity to The EMA leader has developed The SLT provides an active lead on new to English pupils in their first few weeks in develop their role and attends relevant specialist skills and knowledge to ensuring the attainment of BME pupils. school. There is a lead governor for equalities. professional development sessions. support school staff. The school development plan has clear objectives and strategies for ensuring the attainment of BME pupils. 1c Knowing about Teachers and practitioners assess children’s There is a systematic structure for The leadership team monitors the There is a rigorous, coherent and standards and pupil work regularly and national or other tests are in moderated assessment of children’s setting of and progress towards manageable whole-school system for tracking place. All staff have access to relevant data on work and progress. Data is starting to numerical targets and provides using data to set, monitor and review standards, e.g. Foundation Stage Profile, data be used to inform judgements on feedback to staff. targets for all BME children in English, on statutory and optional tests, ongoing teacher standards across the school, noting There is an effective process for setting mathematics and across the assessments (work samples, APP, EAL patterns in children’s achievement. and reviewing numerical targets for curriculum. Progress towards targets is assessment linked to the National Curriculum Attainment and achievement data is BME learners in each year group. All shared sensitively with children and and QCA’s ‘A Language in Common’). A collected, monitored and analysed by staff are confident and secure in their parents.

MW/Strat/Inclusion/BME School Self-evaluation grid South Gloucestershire.v3 2 South Gloucestershire BME School self-evaluation grid Strand 1: Leadership and management Focusing Developing Establishing Enhancing process is in place to begin to gather ethnicity, gender, FSM entitlement and judgement about attainment in literacy Prior attainment of newly arrived pupils assessment evidence on newly arrived pupils first language. Teachers are supported and mathematics. Feedback for is included in these systems. Newly which should include information about first in setting realistic, challenging children and parents/carers based on arrived pupils make rapid progress language skills. numerical targets for BME learners. A summative judgements is articulated in through NC levels to age related pupil tracking system that identifies language such as: ‘At level 4 you/your expectations in English and underachieving groups and individuals, child can …’ (recording successes) and mathematics and tracks their progress on a regular in terms of what children need to do basis, is in place across the school. next. Information is used to inform action and target resources.

1d Monitoring and A start has been made towards monitoring and There is a clear structure for monitoring Monitoring and evaluation of planning, Monitoring and evaluating is embedded evaluating provision, evaluating the provision for BME children. and evaluating the quality of planning and teaching and learning extends to all areas within the school improvement plan. It is teaching and learning Planning audits, classroom observations and teaching in literacy and mathematics to of the curriculum and the outcomes are effective in celebrating and disseminating scrutiny of children’s work have raised awareness support BME children in order to identify used to inform future school improvement success and identifying areas for further of the quality of learning and teaching of language, key priorities for improvement. Medium- planning with reference to BME children. improvement in relation to BME children literacy and mathematics across the school. and short-term plans are reviewed to across the whole curriculum. ensure that, as a minimum, they match the age-related expectations for children’s achievement. Quality of learning is beginning to be evaluated. 1e Effective use of The expertise and skills (including language skills) All additional adults are involved in Planning and teaching are collaborative, The specialist knowledge and skills of additional adults of additional adults have been identified. Additional planning for teaching. Systems are in good use is made of specialist knowledge additional adults are recognised; they adults are deployed effectively to provide targeted place for class teachers and additional and expertise, including knowledge of the contribute to the professional support to raise attainment and accelerate adults to review progress of groups or school community and bilingual skills. The development of all staff and enhance the progress, especially by supporting language individuals. Adults who share children’s impact of the contribution of additional learning experiences of BME children. development and access to the curriculum. first language use their skills to support adults, including external providers, is The deployment of additional adults is Teaching assistants are deployed effectively in children’s learning. Efforts are made to monitored and evaluated. reviewed regularly in response to implementing intervention programmes for recruit BME teaching staff who can learners’ needs and effectiveness. targeted children. Teaching plans are shared with support children’s learning and provide Innovative and reflective approaches to all additional adults. All staff are clear about the positive role models through use of first support BME pupil progress are learning objectives. language and cultural understanding. monitored and evaluated. There is a clear understanding of the range of support and intervention programmes available to support language and literacy, mathematics and other areas of learning. This may include external providers. Their use and impact is reviewed termly to ensure that support is targeted appropriately and, where necessary, their use is adapted to meet the needs of BME children. 1f The school as a learning Subject knowledge in English and mathematics is CPD for the whole staff (including part- There is a coherent support programme in The planned CPD programme supports community: whole- secure and sufficient to teach the age-related time staff and teaching assistants) place and all staff are involved in a review school, LA and national priorities and school commitment to objectives in the Primary National Strategy includes pedagogy and practice for BME and evaluation of the professional meets the needs of all staff. The impact CPD Frameworks for literacy and mathematics. children including understanding barriers development and support they have of the CPD programme is monitored and Foundation Stage staff have secure and sufficient to learning. Implementation of relevant received. The impact of professional evaluated systematically. Subject knowledge to implement the Early Years CPD is linked to whole-school priorities. development is evaluated through knowledge and BME pedagogic Foundation Stage Profile. Staff development Knowledge and understanding of basic monitoring of teaching and learning from knowledge in learning and teaching

MW/Strat/Inclusion/BME School Self-evaluation grid South Gloucestershire.v3 3 South Gloucestershire BME School self-evaluation grid Strand 1: Leadership and management Focusing Developing Establishing Enhancing needs for raising standards of BME children EAL pedagogy and how to apply it in classroom observations and both formal across the whole curriculum are including new arrivals have been identified. Staff teaching mathematics and literacy across and informal feedback are provided. There consistently enhanced for all staff through are supported to improve the quality of the the curriculum is secure. Staff are is a collaborative and reflective ethos a range of ongoing CPD strategies teaching of literacy and mathematics to BME supported in developing expertise through which enables high quality learning and including peer coaching. children, which is reflected in the school’s CPD a range of CPD approaches: e.g. training, teaching across the curriculum for BME cycle. modelling, and collaborative teaching. children. Effective use of ICT to support learning and teaching is incorporated within the CPD.

Strand 2: Learning and teaching – assessment for learning, curriculum access and language development Focusing Developing Establishing Enhancing 2a Curricular targets All staff understand national Assessments and other work All teachers confidently use data and The school monitors and evaluates expectations at the end of the samples are analysed ( e.g. through information from assessments to progress towards targets to judge (Refer also to the Foundation Stage and each key stage. use of the EAL diagnostic writing tool adjust planning. the impact of standards as part of Assessment for learning There is an expectation that all pupils for older advanced EAL children) in Children understand their curricular monitoring race equality: closing self-evaluation tool in will reach age appropriate levels. order to set appropriately challenging and language development targets. gaps in attainment and achievement Excellence and The assessment of BME pupils is in line termly curricular targets (class, group Progress towards and beyond between different ethnic groups. Enjoyment: Learning and with the National Curriculum, APP and and individual targets where curricular targets is monitored half- Children and their parents/carers are teaching in the primary recommendations in QCA’s A appropriate) for literacy, mathematics termly for each year group. Staff are involved in the process. Children are years and Assessing Language in Common. APP facilitates and language development. All staff confident and secure in subject and able to articulate their success Pupil Progress materials the setting of meaningful curricular have sufficient subject and pedagogic pedagogic knowledge to plan next against the curricular targets (APP) targets that can be shared with pupils knowledge to plan the next steps steps in learning towards the (including in language learning). and parents. Target statements or key towards the curricular targets as well curricular targets and beyond.. Children and staff use evidence to objectives for speaking, listening, as language development. Children are supported to understand evaluate progress together and to literacy and mathematics are used to the steps towards achieving their define the next steps in children’s inform staff expectations. Targets are curricular targets through oral and learning. shared with parents/carers Pupil written feedback which includes progress meetings are held within 8 feedback on language development. weeks of a new pupil’s arrival to establish NC levels in English and mathematics

2b Day-to-day assessment Staff are aware of the need for day-to- Some strategies for day-to-day Strategies for day-to-day assessment Staff are confident in planning for day assessments and make some use assessments (e.g. focused questions, are incorporated into short-term and using a full repertoire of (Refer also to the of assessment opportunities (e.g. evidence from focused observations, planning and used effectively in strategies for day-to-day Assessment for learning observation, questioning) as they arise oral and written language samples) lessons or learning activities to assessment in all lessons or self-evaluation tool in during teaching. APP is used to provide are planned for and used in lessons assess language development and learning activities. They are skilled in Excellence and diagnostic information about the or learning activities. Staff are curriculum understanding. Staff have unpicking misconceptions and gaps enjoyment: Learning and strengths and weaknesses of individual developing an understanding of the knowledge and understanding of in curriculum knowledge and teaching in the primary and groups of pupils. importance of assessing language socio-cultural factors to be understanding, and using the years and Assessing Information on prior education and first development as well as curriculum considered as well as the specific information to plan next steps for Pupil Progress materials language skills is collected in relation to knowledge and understanding. Adults value of using strategies such as teaching and learning. (APP) new arrivals who share children’s first languages observation and discussion. Children use a range of strategies to

MW/Strat/Inclusion/BME School Self-evaluation grid South Gloucestershire.v3 4 South Gloucestershire BME School self-evaluation grid Strand 2: Learning and teaching – assessment for learning, curriculum access and language development Focusing Developing Establishing Enhancing are trained to contribute to day-to-day Practitioners are developing assess their own and each other’s assessment. confidence in identifying success learning, including language learning. The school collects and uses a range criteria linked to learning objectives. of information from previous schools and settings as well as parents/carers to maintain the progress of newly arrived bilingual pupils from primary to secondary school

2c Quality of planning Teachers’ plans are objective led, and Medium- and short-term planning is in Planning for access to the curriculum All teaching plans are coherent, demonstrate some scaffolding such as place and used effectively across the and language development is secure. It succinct and address high visual support as well as some evidence school. Curriculum targets inform identifies, as appropriate, the need for: expectations for all learners of adjustment for BME children, e.g. planning and teaching so that it meets . the teaching of subject-specific consistently across the school. planned opportunities for speaking and age-related expectations as a minimum vocabulary or particular grammatical Planning meets diverse language and listening, identification of key vocabulary, (and beyond for some children). Where structures; learning needs, keeping cognitive pre- tutoring. There is a targeted role for appropriate, short-term plans are . opportunities for children to use new challenge appropriately high through additional adults. annotated to identify the language language purposefully with each the provision of contextual support. Teachers respond positively to pupils’ use demands of objectives or activities. other and with adults. Intervention programmes and their of first language and dialect. They indicate how learning contexts are Staff use feedback from monitoring to impact are systematically evaluated. made supportive, including planned ensure that they are planning to reduce opportunities for speaking and listening gaps in attainment and challenge the to develop language and access to the more able. curriculum. Intervention programmes are reviewed Mainstream intervention programmes and future provision is adapted as are being used, where appropriate. appropriate. 2d Establishing an effective The environment begins to provide The school and classroom The learning environment is rich with The learning environment learning environment: supportive prompts for BME children environments provide essential supportive prompts, challenging contributes to parents’/carers’ language and learning e.g. displays reflective of all pupils in prompts and displays to support questions and the celebration of understanding of expectations, the school, some use of multilingual language development as well as the success. Children are actively learning process and how they can prompts/keywords learning and teaching of literacy, involved in developing and using the support children’s learning at home. mathematics and the wider learning environment. curriculum. Teachers use the learning The curriculum utilises opportunities environment to model the learning to value bilingualism and diversity process and promote high and challenges racism, prejudice and expectations. stereotyping. The curriculum fosters a sense of belonging by reflecting the diversity of the pupil population.

MW/Strat/Inclusion/BME School Self-evaluation grid South Gloucestershire.v3 5 South Gloucestershire BME School self-evaluation grid Strand 2: Learning and teaching – assessment for learning, curriculum access and language development Focusing Developing Establishing Enhancing 2e Quality of teaching Structured sessions with well-planned The main features of inclusive and All teachers deploy a range of teaching Children are involved in establishing (also see 3b) progression are in place for teaching effective teaching for BME children are strategies to ensure effective learning success criteria for learning objectives. literacy and mathematics. Some features in place. Learning objectives for the for BME children. Learning objectives All staff ensure access to the of effective and inclusive teaching for BME curriculum and success criteria are for the curriculum as well as language curriculum through the confident and children are in place, where appropriate, shared explicitly with children. Staff development and success criteria are judicious use of scaffolding to support e.g. modelling of new vocabulary in model language structures as well as shared explicitly with children and children towards independence. context, opportunities for speaking and vocabulary appropriate for the purpose. referred to explicitly in evaluating listening, use of first language by bilingual A wider range of scaffolding strategies, learning. adults. Any withdrawal arrangements for e.g. writing frames, language All staff routinely develop academic and newly arrived bilingual pupils are time development prompts, is used cognitive language through modelling, limited and carefully monitored for impact effectively. Partner talk is used to providing opportunities for oral and to ensure full access to the provide thinking time and opportunities rehearsal as well as collaborative talk. curriculum. Vulnerable newly arrived to use new language. Staff are Graphic organisers are used to support bilingual pupils, including asylum seekers developing confidence in the use of children in gathering and organising and refugees are identified and strategies appropriate for BME children, ideas. All staff use a wide repertoire of appropriate provision is made for them. including bilingual learners and dialect approaches to scaffold and enhance users. Additional adults are used learning. effectively in lessons. 2f Quality of learning Children are able to work collaboratively BME pupils engage confidently in a Children are willing to take risks with Children are able to identify and as well as independently. They are range of active, collaborative and their learning and use their whole articulate their progress towards confident to ask questions for independent activities in all subjects language repertoire. They have and their targets. They are able to use clarification and contribute to including those with high literacy and use a wide language repertoire both language(s) creatively and discussion. They make some use of first numeracy demands. orally and in writing. They are aware imaginatively in all aspects of school language or dialect to support their Pupils confidently use first language of success criteria for language and life. They are confident with learning. for learning curriculum targets, particularly those cognitive and affective aspects of with high literacy and numeracy learning. They are confident and demands. open to change and development. 2g Using ICT to support Staff are aware of the possibilities Staff are beginning to use a range of ICT is used with confidence to ICT is being effectively integrated language development provided by ICT and the need to ICT, e.g. multi-lingual software, promote language development and into teachers’ planning for language and access to the incorporate it as a useful resource to digital cameras, online dictionaries to learning across the curriculum. ICT is development across the curriculum curriculum support the teaching of literacy and support language development and used with confidence to scaffold as well as to support access to all mathematics to BME children. access to the curriculum. All children learning (e.g. wikis, visual support, areas of learning. BME children use are encouraged to use ICT to linguistic prompts, interactive games a wide range of ICT confidently and enhance learning. and activities etc) and build on what imaginatively to support and children already know. Staff and enhance their own learning. children create presentations and texts using a range of software and multi-media packages. The impact of the use of ICT on raising achievement and closing attainment gaps is monitored and evaluated.

MW/Strat/Inclusion/BME School Self-evaluation grid South Gloucestershire.v3 6 South Gloucestershire BME School self-evaluation grid Strand 3: Conditions for learning Focusing Developing Establishing Enhancing 3a Children feel safe, settled, Classroom organisation is comfortable All staff recognise the central role of BME children are confident in their All staff understand and empathise valued and secure and flexible; the ethos builds confidence relationships in learning and sense of personal identity. They are with the political and social factors and self-esteem. Teachers and teaching. They model and promote listened to and seen as collaborative that affect the lives of children. practitioners know what other values, attitudes and behaviour constructors of knowledge. They Children listen to each other’s points languages/dialects different learners supportive of race equality. It is come up with their own examples and of view. Values, beliefs and speak. The supportive role of adults evident that bilingualism and cultural analogies and readily link new conflicting allegiances are who share children’s languages and diversity are valued. All staff are learning to their experiences. Staff discussed; similarities are identified cultures is recognised. The school interested in and learning about the are knowledgeable about the and differences respected. actively engages newly arrived BME cultural and religious backgrounds of linguistic, cultural and religious pupils by involving them in all aspects of children. The supportive role of peers backgrounds of children and families. school life, seeking their views in a who share language and culture is variety of ways. There is a culture of recognised and developed. Children high expectation for all children. are encouraged to be active and collaborative learners and reach high standards of attainment.

3b Establishing an effective Displays, resources and curriculum Children contribute to displays. First The school environment is All staff and children are involved in learning environment: choices are beginning to reflect and language skills and diversity are systematically monitored and decisions about the whole school culture and identity value the ethnic, linguistic, cultural and celebrated; racism, prejudice and evaluated to ensure that it promotes environment. The physical (also see 2e) religious diversity of the school. stereotyping challenged. inclusion and learning for all. Children environment reflects, values and participate in the establishment of the extends children’s cultural, social school environment. and personal experiences as well as identities.

3c Establishing an effective Efforts are made to select texts and Fiction and non-fiction texts, Curriculum choices reflect and extend Children are taught about human learning environment: other resources – artefacts, etc. – which particularly in literacy, reflect the children’s cultural and personal rights and national as well as global culturally inclusive reflect cultural diversity and support cultural diversity of the school and experiences. Choices made from dimensions of political, social, curriculum community cohesion. Care is taken to include authors from a range of programmes of study are designed to historical and economic activate prior knowledge and teachers cultures. British people from diverse be motivating and relevant for development. Children learn to are beginning to make learning contexts backgrounds are represented in children from minority ethnic approach texts critically and to more inclusive and familiar through, for positive ways. Tokenism and backgrounds. Opportunities are understand that language is never example, regular use of names, food, stereotyping is avoided. Schemes of created across the curriculum to neutral or impartial. buildings, clothing, special events etc. work across the curriculum take emphasise the achievements and All community cohesion duties are from different cultures. account of children’s cultural and contributions of people from diverse met. religious heritage and interests. ethnic backgrounds and to teach Children confidently use names and children to recognise and resist bias, situations from their own cultures or stereotyping and racism. Most contexts in their writing. Opportunities community cohesion duties are met are found to emphasise diversity, similarities, differences and develop community cohesion.

MW/Strat/Inclusion/BME School Self-evaluation grid South Gloucestershire.v3 7 South Gloucestershire BME School self-evaluation grid Strand 4: Partnerships beyond the classroom Focusing Developing Establishing Enhancing 4a Parents and carers: Parents/carers are welcomed and Strategies are in place to ensure that all Parents/carers have regular updates on Systems are in place to ensure that standards, progress and respected are provided with information parents/carers understand their their children’s progress. This includes all parents/carers of bilingual communication on children’s progress and outcomes of children’s standards and progress in the information about children’s curricular children can access and respond to summative assessments. Parents/carers context of age-related expectations. targets and their progress towards information on their children’s and families are invited to share Parents/carers and practitioners these. Parents/carers are supported in learning. Parents/carers and families information about their children’s learning regularly share information about developing discussions about progress are recognised as key partners in and achievements beyond the school. children’s learning. Parents/carers feel and learning with their children. children’s education. They They are encouraged to use their skills to secure that the school has high Strategies are in place to enable all participate in target setting, learning support school activities. Pupil profiles expectations of their children. parents/carers to support their provide information such as the Parents/carers and children know that children’s learning. Parents/carers and teaching, and reviewing language(s) of the home to facilitate the school values their children’s first understand the school’s curriculum as children’s progress. communication between school and languages. well as learning and teaching home. The school creates opportunities to The school takes positive steps to approaches. The school understands ensure that parents/carers of newly address potential barriers to effective and values the contribution of learning arrived BME pupils are equipped to partnerships with parents/carers. in the wider community. Two-way support their children’s education, e.g. by Parents/carers are aware of ways to communication is developing between providing information evenings, support learning at home. the school and families. Where workshops and support packs. appropriate, the school meets with parents/carers of BME pupils as a group. 4b Wider BME community Community groups are encouraged to The community knows that children’s The skills and expertise within the A two-way dialogue has been and community cohesion use school facilities and encouraged to developing knowledge of community wider community is used effectively established between supplementary, Duties. share resources and expertise to languages is valued by the school. to support learning and school community and mainstream schools support the curriculum and children’s Links with community or governance. The school and so that they may learn from each learning. supplementary schools are being community work together to support other. The wider community Some links are made with local BME developed to enhance children’s children’s learning of their languages contributes systematically and groups. learning. as well as other aspects of learning cohesively to the learning There is an understanding of Some planning is in place to support through a range of extra-curricular experiences. Extended family are community cohesion duties. community cohesion. activities. The school actively recruits involved in supporting learning governors representative of local during visits overseas. community groups. The school All duties to promote community actively develops links and effective cohesion have been met. partnerships with the wider minority ethnic and bilingual communities. e.g. through complementary schools, local arts groups, religious organisations, local businesses. Most duties to promote community cohesion have been met. REFERENCES Excellence and Enjoyment : Learning and teaching in the primary years (DfES 0518-2004 G) QCA (2000) A Language in Common: Assessing English as an additional language QCA/00/584

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