Dedworth Green First School is committed to supporting pupils with English as an Additional Language. We acknowledge that the starting points for educating all children are the same: an acceptance of diversity, pupil's rights and the knowledge that all pupils can learn if they receive inclusive, high-quality teaching.

Our EAL provision is active in promoting strategies and teaching methods to support the best possible outcomes by assessing their language proficiency and responding to their individual needs. Where necessary we deliver bespoke support plans for pupils to address barriers to learning.

Our staff work collaboratively to ensure the best possible support is in place for our pupils and we embrace multilingualism as an asset. We respect every child's cultural identity and value the wealth of knowledge this brings to our school.

Provision for children who are refugees 

 Our school recognises the increasing level of need for building sustainable provision for children who are refugees or seeking asylum.  

We focus on the 3 fundamentals- ensuring children feel a sense of safety, belonging and the opportunity for success. 

Our staff use welcoming and inclusive pedagogy built on holistic assessment and multi-agency strategies. We very much have an asset-based approach and recognise the value that the children bring to our school. Having children from culturally rich backgrounds helps to raise aspirations, build compassion, extend broader cultural knowledge and increase tolerance among their peers. Each child brings language and learning assets and their linguistic repertoire can form a solid foundation for their overall learning.  

Here at Dedworth Green First School, we pride ourselves on creating a warm and welcoming environment which is respectful, which celebrates diversity, and which has an awareness of what is happening in the wider world. 

Children who have a similar past educational experience will naturally be more successful. We strive to ensure that we have a good understanding of the child's prior school history so we can adapt our teaching and support effectively, always ensuring that expectations are high, and that the student remains confident in their national cultural identity.  

We are working hard on building a holistic plan for learning and pastoral support, focusing on academic and wellbeing needs so that we can not only consider the trauma and dislocation the child has suffered but also focus on what the child really wants, to fit in and belong.