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by Astrid Dinneen - Thursday, 30 June 2022, 12:53 PM
Anyone in the world

By the Hampshire EMTAS Specialist Teacher Advisors


1077 pupils, 60 languages, 70 countries of origin; 2021-22 has been a year like no other. In this blog, we reflect on the highlights of a very busy academic year and share some of the things schools can look forward to after the summer. Notably we discuss our response to our refugee arrivals and Unaccompanied Asylum-Seeking Children, review our SEND work, examine how our research projects are progressing, feedback on our GTRSB work, give an update of developments around the Young Interpreter Scheme, ECT programme and Persona Dolls and celebrate the end of support for Heritage Language GCSEs for this academic year. EMTAS Team Leader Michelle Nye concludes this blog with congratulations, farewells and an update around staffing. 


Response to refugee arrivals

As we post this blog, 275 refugee arrivals have been referred to Hampshire EMTAS in 2021-22. These pupils predominantly arrived from Afghanistan and Ukraine with a small number coming from other countries such as El Salvador, Pakistan and Syria. EMTAS welcomed new Bilingual Assistant colleagues to support pupils speaking Ukrainian, Dari/Farsi and Pashto and a lot of work went into supporting and upskilling practitioners in catering for the needs of new refugee arrivals. We delivered a series of online network meetings where colleagues from across Hampshire joined members of the EMTAS Specialist Teacher Advisor team to find out more about suitable provision. We launched a new area on Moodle to share supporting guidance and resources. We published two blogs – Welcoming refugee children and their families and From Kabul to a school in Basingstoke – Maryam’s story. And we added two new language phonelines to our offer, covering Russian and Pashto/Dari/Farsi. 

In the Autumn term you can look forward to further dates for network meetings focussing on how to meet the needs of refugee new arrivals. There will also be sessions where we will explore practice and provision in relation to catering for the needs of pupils who are in the early stages of acquiring English as an Additional Language (EAL). In addition to this, we are planning a blog in which we will interview our new Ukrainian-speaking Bilingual Assistant to share with you the specificities of working with Ukrainian children. The team is also working alongside colleagues from HIAS and HIEP to collate FAQs from queries and observations related to asylum seekers and refugees who have recently arrived into Hampshire.  


Unaccompanied Asylum-Seeking Children (UASC)  

It’s been a busier than usual year for UASC new arrivals too, with 11 young people being referred to us having made long and dangerous journeys to the UK on their own. They have travelled from countries such as Sudan, Iran, Iraq, Afghanistan and Eritrea and speak a variety of languages including Arabic, Kurdish Sorani, Tigrinya and Pashto. The majority have been placed in schools outside of Hampshire and so have been profiled remotely, but some are now attending Hampshire schools meaning that we have been able to visit them in person. There is lots of advice available for schools receiving UASC onto their school roll on our website. This includes detailed good practice guidance and Welcome to Hampshire (an information guide written for the young people) translated into several key languages with audio versions also available. 


SEND work  

The SEND phone line run by Lisa Kalim continues to be well used by schools as their initial point of contact with EMTAS when they have concerns about a pupil with EAL and suspect that they may have additional needs. There have been almost 100 calls made on this line to date this academic year. After school tends to be the busiest time so if you can ring earlier, it may be easier to get through first time. It is helpful to have first read the information on our website about steps to take when concerned that a pupil with EAL may also have SEND and to have gathered the information suggested in the sample form for recording concerns before calling. In many cases advice can be given over the phone without the need for a teacher advisor visit to the school.  However, for others a visit by one of our Teacher Advisors can be arranged. This year, our Teacher Advisors have been especially busy with this aspect of our work and have completed over 60 visits since September. These have focused on establishing whether individual pupils may have additional needs as well as EAL or not and also on the enhanced profiling of those for whom a school will be submitting a request for assessment for an EHCP. 


Ongoing research 

It’s been a catch-up sort of year for Sarah Coles, with a delayed start to her data collection due to Covid affecting the normal transition programmes schools have for children due to start in Year R in September. Through the Autumn, Spring and Summer terms, Sarah has made visits to schools to work with the eleven children who are involved in her research. The children are either Polish or Nepali heritage and they were all born in the UK. This means they have not experienced a monolingual start to life, hence Sarah’s interest in them and their language development.   

The children have talked about their experiences of living in two languages – although as it turns out they’ve had very little to say about this. Code-switching is very much the norm for them and having skills in two languages at such a young age seems to be nothing remarkable or noteworthy in their eyes. They’ve also done story-telling activities in their home languages and in English, once in the autumn term and again in the summer. This will enable comparisons to be made in terms of their language development as they’ve gone through their first year of full time compulsory schooling in the UK.  
Early findings suggest big differences between the two language groups. The Nepali children tend to prefer to respond in English and most have not been confident to use Nepali despite all demonstrating that they understand this language when it’s used to address them. This has been the case whether they are more isolated – the only child who has access to Nepali in their class - or part of a larger group of children in the same class who share Nepali as a home language. In contrast, the Polish children have all been much more confident to speak Polish, responding in that language when it’s used to address them as readily as they use English when spoken to in that language. This has been the case whether they’re more isolated at school or part of a bigger cohort of children. 

The field work ends in the summer with final interviews with the children’s parents and teachers. Sarah then has a year to write up her findings, submit her thesis and plan how best to share what she’s learned with colleagues in schools. 
 

Young Interpreter news

This academic year Astrid Dinneen launched the Young Interpreter Champion initiative. Young Interpreter Champions are EAL consultants outside Hampshire who are accredited by Hampshire EMTAS to support schools in their area in running the Young Interpreter Scheme according to its intended ethos. Currently 6 Local Authorities are in our directory with more colleagues enquiring about joining.

Established Young Interpreter Champions met on Teams in the Summer term to find out how the Young Interpreter Scheme is developing in participating Local Authorities and to plan forward for 2022-23. They also heard more about Debra Page’s research on the Young Interpreter Scheme under the supervision of the Centre for Literacy and Multilingualism at the University of Reading and with Hampshire EMTAS as a collaborative partner.  

The aim of Debra’s research is to evaluate the scheme’s impact on children’s language use, empathy and cultural awareness by comparing Young Interpreter children and non-interpreter children. Her third and final wave of data collection took place during the Autumn term 2021. This year is dedicated to analysing her data and writing her PhD thesis. Her chapter on empathy and the Young Interpreter Scheme is complete and she will soon write a summary about this in a future Young Interpreters Newsletter. She also looks forward to sharing results of what is found out in terms of intercultural awareness and language use.   


GRT update 

It has been a very busy year for the GRT team. Firstly, we will be moving towards using the more inclusive term of Gypsy, Travellers, Roma, Showmen and Boaters – GTRSB when referring to our communities. 

As usual our two Traveller Support Workers Julie Curtis and Steve Clark have been out and about supporting GTRSB pupils in schools. The feedback they receive from schools and families is very positive. The pupils look forward to their opportunity to talk about how things are going and they value having someone listen to them and help sort out any issues. Our Traveller team lead Helen Smith has been meeting with families, pupils and schools to discuss many issues including attendance, transport, exclusions, elective home education (EHE), relationships and sex education, admissions and attainment.  

Helen, Sarah Coles and Claire Barker have also been working on an exciting project to help schools support their GTRSB pupils with the Key Stage 1 and 2 compulsory relationship curriculum. The team have created two books that follow Mary-Kate and Jesse as they navigate their way through the issues surrounding growing up safely. The book has been written in consultation with members of the Romany, Irish Traveller and Showmen communities and is currently with an artist who is working on the book’s illustrations. 

Helen has been lucky enough to work with some members from Futures4Fairground who have advised us on best practice when including Showmen in our Cultural Awareness Training. Members of the F4F team also attended and contributed to our schools’ network meeting and to our GTRSB practitioners’ cross-border meeting. 

The team was busy in June encouraging schools to celebrate GRT History Month. We devised activities and collated resources around the theme of ‘homes and belonging’. Helen attended an event to celebrate GRTHM at The University of Sussex. It was aimed at all professionals involved in working with members from all GTRSB communities in educational settings. It was encouraging to see so many professionals attending. Helen particularly enjoyed watching a performance of Crystal’s Vardo by Friends, Family and Travellers. 
Sarah and Helen have been making plans for celebrating World Funfair Month in September. We have already put some ideas together for schools on our website and hope to develop them further with help from our friends at Future4Funfairs. 

Looking forward to next year, as well as reviewing our GRT Excellence Award, we will be looking at how best to encourage and support our schools to take the  GTRSB pledge for schools  - improving access, retention and outcomes in education for Gypsies, Travellers, Roma, Showmen and Boaters. Schools that complete our Excellence Award should then be in a position to sign the pledge and confirm their commitment to improving the education for all their GTRSB families.  
 

Early Career Teachers (ECT) programme

The Initial Teacher/Early Career Teacher programme that Lynne Chinnery is preparing for next academic year is really coming together. After a large proportion of student teachers stated they were still uncertain how to support their EAL learners after completing their training programmes (Foley et al, 2018), the EMTAS team decided to do something about it. 

Lynne has collated a set of slides to train student and early career teachers on best practice for EAL learners by breaking down the theory and looking at practical ways to implement it in the classroom. The sessions cover such areas as supporting learners who are new to English; strategies to help students access the curriculum; assessing and tracking the progress of EAL learners; and information on the latest resources/ICTs and where to find them.

The programme has been made as interactive as possible in order to reinforce learning, with training that practices what it preaches. For example, it provides opportunities for group discussions that build on the trainees' previous experiences. The trainees can then try out the strategies they have learnt once they are back in the classroom.  

Lynne Chinnery has already used the slides on a SCITT training programme and the feedback from that was both positive and useful. One part the students particularly enjoyed and commented on was being taught a mini lesson in another language so that they were literally placed in the position of a new-to-English learner. This term, Lynne and Sarah Coles have met with an artist who is designing the graphics for the training slides - once again demonstrating a feature of EAL good practice: the importance of visuals to convey a message. The focus in the autumn term will be a reflective journal for student teachers to use alongside the training sessions. 


Heritage Language GCSEs

This has been a particularly busy year for us supporting students with the Heritage Language GCSEs. We received 136 requests from 32 schools. We provided support for Arabic, Cantonese, German, Greek, Italian, Mandarin, Polish, Portuguese, Russian and Turkish. For the first time this year, we also supported a student with the Persian GCSE. 

The details of the packages of support we will be offering next year will be shared with you in the Autumn term. You can also check our website. Remember to get your referrals in to us in good time! 

We wish all students good luck as they await their results! A big thank you to Jamie Earnshaw for leading on this huge area of work. Sadly Jamie is leaving at the end of the Summer term. Claire Barker returns from retirement to take over the co-ordination of Heritage Language GCSEs from September. 


Persona doll revamp

Persona Dolls are a brilliant resource which provide a wonderful opportunity to encourage some of our youngest learners to explore similarities and differences between people and communities. They allow children time to explore their own culture and learn about the culture of someone else. The EMTAS team currently have around 20 Persona Dolls, all of which come with their own identity, books and resources from their culture to share and celebrate.  

Now some of you may have noticed that our Persona Dolls have been enjoying a little hiatus recently. What you will not have seen is all the work that is currently going on behind the scenes in our effort to revamp them. Within our plans we aim to provide better training for schools so that you as practitioners feel more confident in using them within your classrooms. Kate Grant is also looking at ways to incorporate technology so that you can have easier access to supporting guidance, links to learn more about the doll’s heritage and space to share the experience your school has of working with our Persona Dolls.  EMTAS know that our schools recognise the value of this wonderful resource and look forward to seeing the positive impact they will have on their return.  


Finally, a conclusion by Team Leader Michelle Nye

The last time EMTAS topped 1000 referrals was 7 years ago so it has been one of the busiest years we have experienced in quite a while. This was due to the exceptional number of refugee referrals and to a spike in Malayalam referrals whose families have come to work in our hospitals. On top of this we had over 120 new arrival referrals from Hong Kong; these children are here as part of the British Hong Kong Nationals Overseas Programme.    

EMTAS recruited additional bilingual staff and welcome Sayed Kazimi (Pashto/Dari/Farsi), Tsheten Lama-North (Nepali), Kubra Behrooz (Dari), Tommy Thomas (Malayalam), Jenny Lau (Cantonese) and Olha Herhel (Ukrainian) to the team.   

We are delighted that schools have been committed to improving their EAL and GRT practice and provision and have achieved an EMTAS EAL or GRT Excellence Award this year.  Congratulations to St Swithun Wells, Bramley CE Primary, St James Primary, Marchwood Infant, New Milton Infant, St John the Baptist (Winchester District), Bentley Primary, St Peters Catholic Primary, Swanmore College, Poulner Junior, Grayshott CofE Primary, The Herne Primary, Wellington Community Primary, Marlborough Infants, John Hanson, Fleet Infants, Fairfields Primary, Swanmore CofE Primary, Brookfield Community School, Fernhill School, New Milton Junior Elvetham Heath and Red Barn Primary.  

We say goodbye to Jamie Earnshaw, Specialist Teacher Advisor, who has been with EMTAS since 2012.  During his ten-year tenure, his work has included producing the late arrival guidance on our website, developing our Accessing the curriculum through first language: student training programme now available for pupils in both primary and secondary phases, and for leading on our Heritage Language GCSE work.  His are big shoes to fill and we will miss him immensely; we wish him every success in his new venture.   

Enjoy your summer holiday and see you again in September.  
 
 

Data correct as of 30.06.2022 
Word cloud generated on WordArt.com 
[ Modified: Monday, 4 July 2022, 3:06 PM ]
 
Anyone in the world

Written by Helen Smith, Lynne Chinnery and Sarah Coles, all of the Hampshire EMTAS Specialist Teacher Advisor team, this blog presents the latest addition to the suite of EMTAS e-learning modules, 'Developing Culturally Inclusive Practice in Early Years Settings'. The new module is aimed at practitioners working in Early Years settings with children and families for whom English is an Additional Language (EAL), or who are from Gypsy, Roma & Traveller (GRT) or Black and Minority Ethnic (BME) backgrounds. 



The EYFS Statutory Framework states that “providers have a responsibility to ensure positive attitudes to diversity and difference. Not only so that every child is included and not disadvantaged, but also so that they learn from the earliest age to value diversity in others and grow up making a positive contribution to society”.  The themes of inclusion and diversity pinpointed in this statement form the foundation on which the EMTAS Early Years e-learning module sits.


Why Early Years e-learning?

Practitioners in Early Years settings often wonder if what they’re doing for the EAL, GRT and BME children in their care is good practice, as inclusive of the needs of all children and their families as possible.  Elsewhere, in settings that don’t have any children from these backgrounds – few and far between these days - work in this area is recognised as equally important.  Yet it can be a challenge to find affordable guidance and training to help develop practitioners’ knowledge and understanding of their inclusion brief, without which they may not feel entirely confident when it comes to delivering fully inclusive practice in settings.

There are many questions practitioners might have about their contributions towards the diversity and inclusion agenda.  For instance, what advice should they give families whose home language is not English?  Should they tell them to carry on speaking their home language(s) to their child or swap to English instead?  The answer to this one is that parents/carers should carry on using their strongest language with their child.  It really doesn’t matter what that language is; young children can cope with more than one language from an early age and for parents to continue using the home language whilst their child gained exposure to English in an Early Years setting would be one way of raising a child bilingually (there are others).  It is also the best way of ensuring that the child develops secure language skills whilst at the same time staying in touch with their cultural and linguistic identity. 

For some children, coming into an Early Years setting can bring many new experiences they have to learn to manage.  For GRT children used to an ordered, uncluttered home environment, the setting might seem chaotic and overwhelming with its bright colours, numerous toys and messy play.  GRT children may have played outside a lot and may therefore find being indoors sitting still at an activity very challenging.  The e-learning explains this and other aspects of GRT cultures so that practitioners can grow their understanding of how best to support GRT children attending their setting. 

Other children may come with limited or no experience of being in an English-speaking environment.  Accustomed to being spoken to in Urdu or Dari or Polish at home, this can be disconcerting and can result in some children becoming silent in the setting, especially at the beginning – which in turn can be a cause for concern to practitioners and parents alike.  The e-learning will help staff better understand things like the ‘silent period’ as well as know what to do to support a child through it.

The term “Black and Minority Ethnic” is more comprehensive and generally encompasses a much broader sweep of children and families, not all of whom will speak another language or have lived in another country.  The issues around diversity that staff in settings need to consider in relation to BME children may arise out of language differences, cultural differences, religious differences and/or differences relating to ethnic identity.  Images on display in a setting should positively reflect diversity, especially so in settings where the majority population is white.  Think also about the books used for story telling; do they include pictures of different kinds of families or of children of different ethnicities?  Have you thought about choosing stories that don’t focus on pigs if you work with Muslim families?  Or stories that reflect some of the home experiences of your GRT children?  If this all seems a bit overwhelming, take heart; the e-learning will help guide you through the diversity maze and empower you to make some carefully considered choices when it comes to provision in your setting.


Towards a more holistic view of the unique child

Cultural and/or language barriers can mask what children are able to do, hiding their interests, skills, abilities and home experiences from staff in settings.  Yet it’s really important that practitioners make efforts to find out what children bring with them to the setting.  This can help staff better tailor provision so each child receives the best experience from their attendance. 

Completing the e-learning will support practitioners to explore and understand what the features of a truly inclusive setting are. This will in turn help them develop their own practice so they give the best start to all their children.

 
Getting started

Try doing a learning walk around your setting with another member of staff.  Ask yourselves if what you see reflects the diversity that exists in the wider world.  Do the books you share with children include different languages and images of people from diverse backgrounds?  Do you have cooking utensils from other cultural traditions in your home corner?  What about the clothing in the dressing-up box? 

If you’re not sure where to begin with a learning walk like this, the EMTAS Early Years e-learning can help.  It presents guidance and information about a range of issues related to inclusion and diversity using images, short pieces of text and interactive activities like the one shown below. 



Screen shot of an interactive activity from the Early Years e-learning module

Included in the module is a checklist practitioners can use to evaluate practice and provision in their setting.  It will support you to develop an action plan appropriate to your own children, staff and setting, so any developmental work you undertake will be focused and meaningful, delivering positive change.  It also signposts you to further sources of guidance and to resources you might use with children in your setting, many of which are free.

Contact EMTAS to discuss how to gain access to the Early Years e-learning for staff in your setting.  The price varies according to the number of registrations you need.

 
Further reading/resources

Free guidance for EYFS from The Bell Foundation:
https://www.bell-foundation.org.uk/app/uploads/2019/01/Guiding-principles-for-EYFS.pdf
 
Food for thought plus signposting available from Entrust:
Reflecting on Equality, Diversity and Inclusion in the Early Years | Entrust (entrust-ed.co.uk)
 
Suppliers of multicultural books:
Multicultural Diversity Children's Books - Letterbox Library
Mantra Lingua UK | Dual language books and bilingual books and resources for bilingual children and parents and for the multi-lingual classroom.
 
Free comprehensive guidance pack from Hampshire EMTAS:
Guidance for Early Years/Year R settings | Hampshire County Council (hants.gov.uk)



[ Modified: Monday, 14 March 2022, 10:18 AM ]
 
Anyone in the world

By Steve Clark, Hampshire EMTAS Teaching Assistant for Travellers


Hampshire EMTAS is pleased to announce the release of a new e-learning module for all school staff who support children and families from GRT backgrounds. This module - which complements existing EMTAS cultural awareness training - aims to offer CPD in a way, and at a time, which fits in with practitioners’ busy work schedules. It offers an insight, through self-driven exploration, into the linguistic and cultural aspects of several GRT backgrounds. There are phase-specific examples of how best to support children and families from GRT heritages and an opportunity to build an action plan to support your work with your GRT communities. 


So what does it look like?

The GRT e-learning course takes approximately 40 minutes to complete. The objective is to provide a general awareness of several GRT cultural groups, their languages, their history and from where these groups originated. It is designed to enable the learner to explore various aspects to the support offered by a school to its GRT pupils and their families.


Who should take this course?

This unit will be relevant for class teachers, Governors, TAs/LSAs, the GRT coordinator and any home-school link workers. It is particularly relevant for any trainee teachers and those at an early stage in their teaching career. It is also a useful addition to the training programme of any agency that supports children and families from GRT backgrounds, whether they are within or outside of Hampshire.


What does it include?


Find out interesting facts about GRT cultures around the world and listen to four podcasts about Roma, Irish Travellers, English Gypsies and Showmen. In addition, you can have a try at a language activity which will introduce you to Romany. There are interactive school maps where you can access phase specific information about catering for GRT families. You can learn more about the benefit of ascription for GRT pupils, their families and the school and there is helpful advice about attendance issues, dual registration, distance learning and how and when to use the ‘T’ Code appropriately. The unit culminates with the creation of an action plan to support your role as GRT Lead.
 
How can I access this module?

This module is available free of charge to Hampshire LEA schools and Academies that have bought into the Hampshire EMTAS SLA. There is a charge for other institutions to access the unit. Please contact emtas@hants.gov.uk for details.


Where can I find out more about GRT?

Read our blogs

Visit our website and use the tabs to find out more about GRT resources, how to access support for a Traveller child, effective distance learning for GRT pupils, the GRT Excellence Award and Kushti Careers

Guidance for schools regarding attendance

A Study Into the Use of the T Code

Find out more about our suite of e-learning modules, including The Culturally Inclusive School


[ Modified: Tuesday, 4 January 2022, 12:14 PM ]
 
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by Astrid Dinneen - Thursday, 30 September 2021, 2:54 PM
Anyone in the world

By Claire Barker


At long last we bring you the good news that the EMTAS conference will take place on 15th October 2021 at The Holiday Inn, Winchester. We are delighted that this will be an in person event; over the last eighteen months, the conference date has been moved several times because we really wanted to be able to meet and greet you face to face. This is, at last, possible and we look forward to welcoming practitioners who work in any phase of education from EYFS to KS4 to the long-awaited event.
 
The Conference is titled ‘All in this together – going from strength to strength’. This reflects the post pandemic fatigue felt by many of us and how we now need to move forward together to support our EAL and GRT children who have maybe struggled with their education during the pandemic. Many EAL and GRT children will have lost skills they’d acquired in English and will now be playing catch up. Many will have missed out on peer-to-peer interaction and the opportunities this provides to develop social language and interpersonal skills. On the positive side, some will have improved their first language skills as a result of spending more time living in that language. Others will have increased their ICT skills and their digital literacy and this will be a focus of one of our workshops, how to use ICT programmes to support literacy in the classroom. 

We are very fortunate to be able to welcome Eowyn Crisfield, who is a well know name in linguistic communities. Eowyn is a Canadian-educated specialist in languages across the curriculum, including EAL, home languages, bilingual and immersion education, super-diverse schools and translanguaging. Her focus is on equal access to learning and language development for all students, and on appropriate and effective professional development for teachers working with language learners. She is author of the recent book ‘Bilingual Families: A practical language planning guide (2021) and co-author of “Linguistic and Cultural Innovation in Schools: The Languages Challenge” (2018 with Jane Spiro). She is also a Senior Lecturer in TESOL at Oxford Brookes University.

Our very own Deputy Team Leader, Sarah Coles is currently studying for her PhD. Sarah’s longitudinal study, now in its fourth year, focuses on children with Nepali or Polish in their backgrounds. These two languages represent the greatest number of referrals made by schools to Hampshire EMTAS, hence the relevance of the research to the Hampshire context. In her presentation, Sarah will consider some of the features of the linguistic soundscape experienced by UK-born bilingual children. Drawing on findings from her pilot study, she will discuss the use of the Multilingual Assessment Instrument for Narratives, drawing attention to some points of note for mainstream practitioners with an interest in language development. 

Our third keynote speaker of the day is Leanda Hawkins.  Leanda is from a Hampshire Romany family with a long history of culture and heritage. She went on to Higher Education, and has carved a career supporting children with special educational needs. Her motivation is to help all children progress and thrive through education. Leanda will share her experiences of education as a child, student and artist now working as Behavioural Lead and HLTA in a federated school in Hampshire. 

The workshop offer will include a session with Eowyn looking at 'Language and literacy development for multilingual learners: What do we know and what can we do?'. There will be an interactive IT session looking at OT programmes to support literacy in the classroom led by Lynne Chinnery.  Jamie Earnshaw will lead a workshop focusing on the 'New Hampshire EMTAS first language support programmes'. Helen Smith will host a session on 'Literacy for GRT pupils and breaking barriers in the school community'. Sarah Coles will lead a session on ‘MAIN - Multi-Lingual Assessment Instrument for Narratives'.

The Conference promises to be exciting and informative.  Delegates will have the opportunity to participate in two workshop sessions as well as time to visit the stalls that will promote and highlight resources to help support EAL and GRT students.

If you would like to continue your studies in EAL best practice the new Supporting English as an Additional Language(SEAL) course begins later this term. If you are interested in this course please contact HTLC to book a place or email: Claire.Barker@hants.gov.uk for more information. 

We are looking forward to seeing you at our future events.


References
Language and learning loss: The evidence on children who use EAL (bell-foundation.org.uk)
Languages in lockdown: Time to think about multilingualism | LuCiD

[ Modified: Thursday, 7 October 2021, 1:21 PM ]
 
Picture of Astrid Dinneen
by Astrid Dinneen - Tuesday, 7 September 2021, 11:44 AM
Anyone in the world

By the Hampshire EMTAS Specialist Teacher Advisors 


Welcome to this new academic year. The EMTAS team is feeling refreshed after the summer holiday and looks forward to continuing their work. We’re particularly excited to support more schools this year as they work towards achieving an EAL or GRT Excellence AwardIn this blog you will find out what’s in store for 2021-22 to support your professional development as well as your award submission. You will also learn more about our Heritage Honours Award, find out about staff changes in our team and catch up with important research projects.


Network meetings 

The dates of our EAL network meetings can be found on our websiteWe will also be holding specific network meetings for Early Career Teachers, the details of which can be found on the same page of our website. The termly GRT-focused network meetings will continue to be held online this year. Like our EAL network meetings, they are free to attend for Hampshire-maintained schools. To find out when the next ones are, check the Training section of the EMTAS website.


EMTAS conference 

We are very much looking forward to the EMTAS Conference on Friday 15th October at the Holiday Inn in Winchester. It promises to be an enlightening day with Eowyn Crisfield as one of our keynote speakers. She is an acclaimed expert in languages across the curriculum and has a wealth of knowledge in this field. Sarah Coles will be sharing her research findings on ‘Pathways to bilingualism: young children’s experiences of growing up in two languages’ and Leanda Hawkins will speak of her experiences of education from the perspective of belonging to the Romany community. There will also be a selection of cross phase workshops for delegates to take part in and stalls to see some of the latest resources available to support EAL and GRT pupils in education. Everyone who signs up will receive a free set of the latest EAL Conversation Cards valued at £45. There are limited spaces so please sign up as soon as possible. For further information and online booking please see our flyer attached to this blog. 


New e-learning 

We are pleased to announce that we have new E-learning modules now available: 

- Supporting children and families from Gypsy, Roma and Traveller (GRT) backgrounds

- Developing culturally inclusive practice in Early Years settings

- The appropriate placement of learners with EAL in groups, sets and streams.

Our e-learning modules are free to access for Hampshire-maintained schools. To find out how to obtain a login, please see our Moodle.



Awa

Heritage Honours Award

The EMTAS Heritage Honours award, launched last academic year, celebrates the achievements of children from BME, EAL and GRT backgrounds at school and within the home/community. Children and young people can be nominated for an award by the school they are currently attending. More than 60 successful nominations were received last year. Reasons for nomination variously include success in heritage language examinations, practical and creative use of first language within the school environment, sharing cultural background with peers, acting as an empathetic peer buddy, success in community sporting events and excellent progress in learning EAL. Nominations are now open for this year. To find out more about how to nominate a pupil, see our Moodle


Research 

Debra Page is entering the third and final year of her PhD researching the Young Interpreter Scheme. Data collection happened online due to the pandemic and the first and second wave of data collection with 84 children across 5 schools is now complete. The third and final data collection will be in November and all the data will then be managed and analysed. In her last update, Debra shared a YI diary and additional training resource she created. She delivered this virtually with each school during their YI training session and initial feedback has been very positive. It is hoped that these extra resources will form part of the YI training in the near future. The children are excited to complete their diaries about the work that they do as a Young Interpreter. If the diary is something that you are interested in, please get in touch. We look forward to finding out results of what is learnt about the Young Interpreter Scheme. 

diary

Sarah Coles will update us on her own PhD in a separate blog very soon. Her PhD is part time and she’s just embarking on her fourth year of study. She’ll mainly be involved in data collection this year and a number of schools with children from Polish and Nepali families starting in Year R have agreed to support this. Sarah is hoping the families she and members of our Bilingual Assistant team approach will be similarly willing to be involved. 


Staffing

At the end of last term, we wished Chris Pim a happy retirement and welcomed back Astrid Dinneen following her maternity leave. As a result, we have made some changes to the geographical areas the specialist teacher team will be covering:

Sarah Coles – Winchester

Lisa Kalim – New Forest

Astrid Dinneen – Basingstoke & Deane

Jamie Earnshaw – Eastleigh, Fareham and Gosport

Claire Barker – Hart, Rushmoor and East Hants

Lynne Chinnery – Havant, Waterlooville and Isle of Wight

Helen Smith – Test Valley

Sarah, Claire and Helen will also cover GRT work across the county.

We also welcome Abi Guler to our Bilingual Assistant team. He will be working with our Turkish families. We are delighted to have also newly recruited Fiona Calder as our new Black Children's Achievement Project Assistant. 


We are all looking forward to continuing working with you. In the meantime, be sure to subscribe to the blog digest and visit our website.


[ Modified: Friday, 10 September 2021, 11:29 AM ]
 
Picture of Jamie Earnshaw
by Jamie Earnshaw - Monday, 19 July 2021, 11:23 AM
Anyone in the world

By the Hampshire EMTAS Specialist Teacher Advisors 
 

EMTAS logo


This last year has been busier than ever for the EMTAS team.

 
Our Bilingual Assistants (BAs), led by our BA Manager Eva Papathanassiou, have been working tirelessly, remotely throughout the national lockdowns and then, when it became possible, in person, providing support to pupils, families and schools. Much time has been spent by our BAs supporting children and families with accessing online learning. 


We have seen an increase in the number of referrals compared to last year and have been busy ensuring that all requests are responded to. The most popular languages referred to us this year have been Nepali, Polish, Romanian, Arabic, Turkish, Portuguese and Cantonese. 


Our language phone lines have also been popular. The phone lines are available to support with sharing information with parents/carers, answering any questions they have and helping with home-school communication. Contact details and the list of languages can be found here.  


Over with the Traveller team, new this year a series of termly GRT-focused network meetings were held online. These will continue to be online through 2021-22 in order to make them accessible to staff in schools across the county. Like our other network meetings, they are free to attend for Hampshire-maintained schools. To find out when the next ones are, check the Training section of the EMTAS website. 


The EMTAS Admin team have continued to offer back-office support, maintaining records, sending out resources and dealing in impressively efficient ways with new referrals that have been flooding in from schools since the end of the last lockdown.   
 
EAL/GRT Excellence Award 


We are delighted that over 60 schools have started to work towards their EAL or GRT Excellence Awards this term. 


Congratulations to the following schools who have successfully submitted or completed the validation process this year: 


EAL 

Petersfield Infant School 

Validated at Gold 

Merton Infant School 

Validated at Gold 

Whiteley Primary School 

Validated at Bronze 
 

John Keble C of E Primary and Ampfield C of E Primary Federation 

Validated at Silver 

Brookfield 

Awaiting validation for Bronze 

 
Tower Hill 

Validated at Bronze 

 

Manor Field Infants

 

Validated at Silver

 

GRT 

St John the Baptist C of E                                                         

Validated at Silver              


Heritage Honours Award 

HH

The EMTAS Heritage Honours Award, launched this academic year, celebrates the achievements of children from BME, EAL and GRT backgrounds at school and within the home/community. Children and young people can be nominated for an award by the school they are currently attending. 


More than 65 successful nominations have been made this year. Reasons for nomination variously include success in heritage language examinations, practical and creative use of first language within the school environment, sharing cultural background with peers, acting as an empathetic peer buddy, success in community sporting events and excellent progress in acquiring EAL. 


Congratulations to all the children and families involved. Find out more here. 
 
New e-learning 


The team has been busy developing new pieces of E-learning this year which will be available from September 2021.  

-  Supporting children and families from Gypsy, Roma and Traveller (GRT) backgrounds 

-  Developing culturally inclusive practice in Early Years settings 

-  The appropriate placement of learners with EAL in groups, sets and streams 

The e-learning modules can be accessed on our Moodle here. 

 

Supporting English as an Additional Language (SEAL) 


This is a course aimed at Teaching Assistants and it covers key aspects of practice and provision in relation to pupils for whom English is an Additional language.  The full course comprises 6 modules which are delivered one a term over two years.  There is a new SEAL course starting in October 2021.  

For further details, please go to the Training section on the EMTAS website. 


Guidance Library 


Thank you for all the positive feedback we have received about the remote support we have provided in the Guidance Library section of our Moodle. We will continue to add to this next year. Access our Guidance library here. 
 
EMTAS Blog 


This year, we have published 20 blogs, written by a range of practitioners, including EMTAS Bilingual Assistants and Specialist Teachers, school-based staff and University students. We look forward to continuing to publish a fortnightly blog next year. 


If you would like to contribute, please do get in touch with Astrid Dinneen astrid.dinneen@hants.gov.uk (who would like to say a massive thank you to Jamie Earnshaw for editing the blog so beautifully during her maternity leave).

 
EMTAS Resources Update 


This year, we have been busy adding to our Resource Library. Below, we have listed some of the resources available to loan. You will also find a link to our online catalogue, so you can view all the resources we have available. 


Story Packs 

Caterpillar


Each book has a series of props, made from key characters/events in the story, on lolly sticks (six of each prop), plus six copies of a key phrase that is used throughout the book. This resource can then be used with a group of children, who can enjoy telling the story in their own language, or share in English, using the props, or in many other ways. The resource can be lent out with one dual language version of the book. 


Some of the stories we have include:

- Sports Day in the Jungle – Hungarian, Polish, Portuguese, Russian, Spanish 

- The Hungry Caterpillar - Punjabi 

- Brown Bear, Brown Bear, what do you see? – Arabic, Albanian, Bengali, Chinese, Portuguese, Somali, Turkish, Urdu, Shona, Hindi, Panjabi 

- Farmer Duck – Bengali, Chinese, Malayalam, Turkish, Urdu, Bulgarian, Japanese, Panjabi, Romanian, Hindi, Nepali, Polish, Tagalog, German 

- Monkey Puzzle – Brazilian Portuguese 


EAL Story sacks 


We have in stock a selection of EAL story sacks. They come in stories suitable for KS1. They have the story book, story props, and an audio CD of the story. Plus, they have a DVD with printable resources of activities for children with EAL.

 
Fiction for older readers 


For the later primary and early secondary age (10 – 14 years), we do have many stories that can be enjoyed, in a variety of languages. We also have some of the very popular choices of fiction, such as Harry Potter and Tom Gates, in some languages.

  
GCSE texts 


We have a range of GCSE texts available to loan, such as A Christmas Carol, Animal Farm, Macbeth, and Romeo & Juliet, available in different languages including Polish, Portuguese, Bulgarian, Italian and Spanish. There are direct translations, thesaurus versions, graphic versions and GCSE notes. 


Exam Dictionaries 


We have a large range of exam dictionaries, which are word to word only and do not have a definition or what the word means. 

 
New books for older readers with low reading ages 

Older readers


We now have a range of reading books available, primarily aimed at secondary school aged students who have low reading ages but many are also suitable for upper primary school aged pupils too. They have been written specifically with older readers in mind and so the content has been chosen to interest this age group, ensuring that the readers do not feel that the books are ‘babyish’ even though the text itself may be relatively simple.    


The reading ages of the books range from approximately 5-6 years old to around 9-10 years old. They have been divided into nine groups so that books with similar reading ages can be easily identified. Books from a particular colour band for an individual student can be borrowed, matched to their reading level, then, as the student’s reading skills improve, a book from the next colour band up could be borrowed as their reading skills improve.   


These books would be suitable for older new arrivals who need support to develop their reading skills in English and for whom reading books aimed at younger readers would not be suitable.  They would also be appropriate for older students with EAL who also have SEND or for older pupils from Traveller backgrounds who are still developing their reading skills.  

 
A word of warning about using these books with UASC and refugees – there are some titles within this group of books that are not suitable for use with UASC or refugees due to either the genre, content or illustrations. This is because these children and young people may have experienced trauma either in their country of origin or during their journey to the UK and some of the books may remind them of this. 

 
EMTAS Library Catalogue 


The EMTAS Library Catalogue can be found on our website here. Use the search box at the very top right-hand side of the screen to search for resources in a particular language. You can then email our Resources Manager, Julie Yates, who will arrange for the resources to be sent out via the courier. 


Contact Julie Yates at julie.yates@hants.gov.uk  
 

Staffing 


At the end of this term, we will be bidding farewell to a number of colleagues.  


Chris Pim, who retires at the end of the summer term, has been a member of the EMTAS Specialist Teacher Advisor team for many years.  Schools in Fareham and Gosport will know him particularly well as he’s been their District teacher and has provided ad hoc advice and support as well as network meetings and other training opportunities.  Until handing over to Lynne Chinnery in September 2020, Chris was also often to be found in schools in Havant and Waterlooville performing a similar role.  


Chris’s particular interest has been in the use of ICTs and he leaves a fantastic legacy in this area.  His project on the use of immersive gaming as a driver for writing was exemplary EAL practice in the classroom.  He’s been instrumental in conceiving of and developing the EMTAS EAL e-learning available to schools across the county as part of the SLA.  The EMTAS Moodle, the blog, the videoscribes and the app ‘Big Ideas’ were other contributions made by Chris to the resources available to staff in schools.  He led on the project that looked at Hampshrie’s Fijian communities, resulting in a dual language book about Rugby being produced, along with two new Fijian/English versions of titles in the Mantra collection of dual language books.  We also have Chris to thank for the new Heritage Honours Award, the subject of a recent blog from Henry Cort.  All at EMTAS will miss him greatly.  


On the Bilingual Assistant team, we say goodbye to Cintia, who has been working with our Portuguese speaking children and families, and Marianne, who has been supporting our French referrals. We wish them the best of luck in their new ventures. 
We extend a warm welcome back Astrid Dinneen, who returned in July following maternity leave. Astrid will be back working with schools in Basingstoke & Deane, along with overseeing the blog and the Young Interpreter Scheme, and much more! 


As a result of the staff changes to the teacher team, there will be some changes to the geographical areas the Specialist teacher team will be covering from September. Helen Smith has spent the last year supporting schools in Basingstoke and Deane but, from September, Astrid will be resuming her work in this area. Instead, Helen will be supporting schools in Test Valley.  As we bid farewell to Chris Pim, Jamie Earnshaw will be taking the lead in Fareham and Gosport.  


We also welcome Abi Guler to our Bilingual Assistant team.  He will be working with our Turkish families. 

 

Finally… 


We have some exciting projects up our sleeves for 2020-21! 


After having to be postponed on two occasions, we are very much looking forward to our EMTAS Conference, which is to be held on Friday 15th October.   


We will be continuing to hold our termly network meetings. Check the Training section of the EMTAS website for dates and to see what these sessions will cover. 


Following the support we provided to students completing a Heritage Language GCSE this academic year, we look forward to sharing the results in September. We will also be getting ready to support students with Heritage Language GCSEs in the autumn and again next summer. We will keep you posted with news of the packages of support we will be offering. 


Have a great summer and we look forward to seeing you all next term! 


More news coming soon... 
 
Visit the Hampshire EMTAS website 


Subscribe to our Blog Digest (select EMTAS) 

[ Modified: Wednesday, 21 July 2021, 4:51 PM ]
 
Anyone in the world

In this blog, Claire Barker, Operational Lead of the Hampshire EMTAS Traveller team, provides an update on the work of the team and gives an insight into future projects.

Showmen Literacy Ambassadors

Hampshire EMTAS includes a very active Traveller team who work closely with schools to support staff with cultural awareness of our GRT communities, to help improve attendance and to engage with GRT pupils about their attainment and aspirations for the future.

In the past, the team has worked in a similar way to our Bilingual Assistants, offering a number of fixed sessions of academic support for every GRT child referred to us.  Over the last year as part of a regrouping exercise, we have evaluated the purpose of our work and reviewed the impact it has had.  We all agreed the children enjoyed support sessions but once we finished, the children did not have face to face support from us again.  This meant that the impact was short-lived.  Unlike children who are new arrivals to the country and struggling with English, our GRT children do not experience a language barrier and can therefore be supported academically by the school day-to-day.  We looked at issues around GRT children and their learning and found that the key recurring barriers to their progress and attainment are: poor attendance, lack of literacy and slower rates of progression in general.  None of these issues can be alleviated by a fixed number of support sessions delivered across half a term.

The crux of working with the GRT communities is trust and we all agreed that this needs to be built up over time, working with the children and getting to know their families.  As a team, we want to work with schools to look at their GRT cohorts and work out how to accommodate small mentoring groups that will be visited at least three times a year.  On each visit, a member of the team will work with the children on literacy, attendance and attainment.  This will be linked to the school participating in our GRT and Showman Literacy Ambassador programme.  This programme is being further expanded to include an interschool GRT and Showman Book Club; this is still in its infancy so watch this space.

If you are interested in the GRT children in your school being part of our mentoring scheme and you are a Hampshire school, for more information please contact Hampshire EMTAS: EMTAS@hants.gov.uk

GRT

An important part of our journey moving forward is raising the cultural awareness of both staff in schools and agencies who work with our GRT communities.  We do this in a variety of ways: we have a termly network meeting held on TEAMS where teachers and other professionals can come together to discuss good practice for GRT children within schools and learn about any new ideas and projects.  We are also hoping to hold three GRT Roadshows to showcase good practice across the county.  These will be in Basingstoke, Winchester and the New Forest in October 2021 and we will send out details in due course.

We also hold Cross Border meetings with professionals from outside Hampshire with an interest in GRT communities and education.  These meetings are held on TEAMS and if you would like to take part please contact Lizzie Jenner to be invited: lizzie.jenner@hants.gov.uk  Our next meeting on 1st March is focusing on aspirations and aiming higher with presentations from Darlington EMTAS and the University of Sussex.

Hampshire EMTAS is keen to raise aspirations in our GRT children from an early age and we believe our new way of working through mentoring should help this.  We have coupled this with the introduction of Kushti Careers.  This is a suite of short videos by people who are currently from Romany Gypsy communities, who share their stories of how they valued their education and where it has led them in their lives today.  We hope to add others from the Showmen community, Irish Travelling community and Roma. The idea is to share it in schools to show that there doesn’t have to be barriers to education because of culture and background.

We hope to have one of the presenters of a Kushti Careers video delivering a keynote speech at the EMTAS Conference on 9th July 2021.  Please make a note of this date in your diary.  It promises to be a great day, focusing on best practice for EAL and GRT children in education.

These are exciting times for the Traveller Team moving everything forward, preparing to return to schools and encouraging our GRT families to come on the journey with us so that their children’s futures are aspirational and show how, in the 21st century, our GRT communities are benefitting from expanded horizons and opportunities.


Visit the Hampshire EMTAS website

Read our GRT blogs

Subscribe to our Blog Digest (select EMTAS)

[ Modified: Tuesday, 2 February 2021, 2:27 PM ]
 
Picture of Jamie Earnshaw
by Jamie Earnshaw - Thursday, 3 September 2020, 3:29 PM
Anyone in the world

By the Hampshire EMTAS Specialist Teacher Advisors


EXA Discussion


We hope you had a wonderful, relaxing summer break and are now refreshed and ready for the new academic year. In this first blog of 2020-21, we are taking the opportunity to share with you some of the exciting projects we have been working on and to signpost some things to look out for in the year ahead.


EAL Excellence Award film debut

A few months ago, before the lockdown, five EAL coordinators from local primary and secondary schools in Hampshire LA came together to talk about their experiences around entering for the Hampshire EMTAS EAL Excellence Award. It was a highly successful morning with lots of sharing of practical ideas. We thank Anne Marklew (Harestock Primary School), Dawn Tagima (Cherrywood Community Primary School), Stacey Barnes (Ranvilles Infant School), Eileen Rawlins (Cove Secondary School) and Sophie Durbajlo (Merton Infant School) for kindly allowing us to video this session for the purpose of disseminating best practice more widely within the local authority and beyond.

The themes explored in the video include:

-  the benefits of entering for the award

-  preparing for the award

-  submitting data and evidence

-  next steps and working towards the next level

Watch the video here.


Training and resourcing 

We are really pleased to welcome to the EMTAS Specialist Teacher Advisor Team Lynne Chinnery and Helen Smith. Lynne will be supporting schools in Havant & Waterlooville, and Helen will be covering Basingstoke & Deane whilst Astrid is on maternity leave. 

Our training activities for 2020-21 include a series of network meetings.  We have added to our offer network meetings aimed at an NQT and RQT audience to get people started in the right direction when it comes to practice and provision for EAL and GRT learners.  Other network meetings are also available so if you’re interested, see our website for more information and for details on how to book.  The first of our network meetings this year will be held online.  If your school would be willing to host a network meeting towards the end of this term or later in the year, we'd love to hear from you.  If you can’t attend one of our network meetings, don’t forget our EAL e-learning is an on-tap way of accessing training and it’s free to staff in Hampshire-maintained schools.

Two new services we offer schools in 2020-21 are EAL and GRT clinics.  During an EAL Clinic, a Specialist Teacher Advisor visits the school on a pre-arranged date and meets individually with members of staff to discuss 1:1 the EAL children in their class.  Please see here for more information.  For schools with Gypsy, Roma and Traveller pupils on roll, the GRT clinic model may be more relevant.  This is aimed at supporting the GRT Co-ordinator on staff to develop and embed best practice for GRT pupils, including Showmen.  For more information, see the EMTAS website.  We are launching for 2020-21 a Kushti Careers page showing the achievements of members of the GRT community and how education has influenced their life choices

The very successful 6-module Supporting English as an Additional Language (SEAL) course is due to run again from October 2020 to July 2022.  The advantage of sending a member of staff on this course is that you will have an EAL expert on staff who can advise colleagues about EAL best practice and cultural aspects that may affect a child’s learning and/or ability to settle into their new school environment.  For further information see here.

Date for your diary:  Friday 9th July 2021 is the next EMTAS Conference. It promises to be an exciting and informative day with EAL and GRT speakers and workshops that will impact on your practice in the classroom.  Look out for communications on the conference throughout this term.

In case you missed it before the summer holidays, we released our guidance on entering EAL learners for the autumn GCSE exam series. The guidance includes information about the autumn 2020 GCSE exams, factors to consider when deciding which EAL learners to enter and suggestions as to how to support EAL learners who are entered for the exams. Keep in mind that the exam boards’ deadline for entering learners is fast approaching: 4th October for English and Maths and 18th September for all other subjects.

In light of the changes to the Heritage Language GCSEs in the autumn, particularly the removal of the speaking tests, we have adapted our packages of support to focus on preparing students for the Reading, Writing and Listening exams. Full details can be found here. Please complete the request form on our website and return to the EMTAS inbox: emtas@hants.gov.uk

Hot off the press, we have just released our guidance on the placement of EAL learners in sets, groups and streams. A copy of the full guidance can be found on our moodle, alongside our other Position Statements.  We hope that this document will help to inform decisions made by all school staff about the best sets, groups or streams in which to place learners for whom English is an additional language.

Another useful resource which has just been updated and is available to use on our website here is the audio version of ‘Welcome to Hampshire’ in English, our information guide written specifically for unaccompanied asylum seeking children and young people.  This is aimed at those who can understand English but who are not yet able to read it sufficiently well to access the booklet independently.  Our website also hosts translated version in Arabic, Farsi and Pashto, aimed at children and young people who are literate in these languages. 


Young Interpreter Scheme research update

In other news, Debra Page’s PhD research evaluating the Young Interpreter Scheme’s impact on children’s language use, empathy, and cultural awareness continues.  Debra is now recruiting schools for her data collection phase.  Since Debra’s last blog in May, her teacher questionnaire has closed and findings from this will be released in a few months’ time.   If your school is interested in taking part in this exciting research project, do email debra.page@pgr.reading.ac.uk; she will be very happy to discuss her project and what it involves with you.

  

Developing the writing of more advanced EAL learners (AEL) project

This year EMTAS is planning an all new cross-phase project aimed at improving the writing of more advanced EAL learners (and non-EAL peers) using authentic reading and writing experiences. The project aims to use cutting edge technologies (two types of Google tools) to engage learners in creative experiences that link with existing Programmes of Study and project-based learning already happening across the curriculum.

There are two elements to the project:

a. Providing online sources of rich multimedia experiences around topics and themes that support work already going on in the curriculum. These experiences contain authentic high-quality texts that act as a model for children prior to designing their own versions.

b. Enabling children to create their own multimedia versions using the Google tools within Google Earth and Google Poly (3D/Virtual Reality).

The main text-type is likely to be information-based although the experiences may also feature elements of explanation and persuasion or discussion depending on the subject and topic.

Any schools wanting more information or who are interested in taking part should contact Chris Pim - chris.pim@hants.gov.uk

 

Finally…

Like schools, we have been working on a comprehensive Risk Assessment to support our staff to begin safely visiting schools again after the lockdown.  We recognise that the Covid-19 scene is subject to frequent change and our aim is that our Risk Assessment will keep pace with the situation as it continues to develop.  Schools can be reassured that we take the safety of pupils, families and all school-based colleagues as seriously as we do that of our own staff and we are working hard to come up with creative ideas for ways we can continue to offer support where it’s needed.  If you have any suggestions to make to that end, do get in touch.


More news coming soon


Visit the Hampshire EMTAS website

Subscribe to our Blog Digest (select EMTAS)


[ Modified: Monday, 7 September 2020, 1:44 PM ]
 
Anyone in the world

By the Hampshire EMTAS Specialist Teacher Advisors




Supporting you during the school closures

During the lockdown, the EMTAS team have been busier than ever.  Our Bilingual Assistants (BAs) continue to support home-school liaison, invaluable as the lock down, distance learning and subsequent reopening of schools has necessitated good communication between schools and all members of their communities.  Many of the BAs have also been working on translations of new resources.  This has resulted in a set of three new aide memoires aimed at parents/carers new to the UK education system being made available on the EMTAS website and our Moodle’s Guidance Library. 

Meanwhile, the Traveller team have launched a postcard competition for Gypsy, Roma & Traveller History Month (June) and planned roadshows which will take place in October.  There’s more on both of these in this blog written by Claire Barker.  The team have also been supporting transition for pupils due to make the move from primary to secondary phase as well as updating the GRT pages of the EMTAS website.  This includes a new section called ‘Kushti Careers’ which features real-life, education-related success stories from Hampshire’s GRT communities.

The Specialist Teacher Advisor team have continued to offer support to schools.  Key output includes the new open access Guidance Library and Distance Learning course on Moodle, a virtual Young Interpreter Conference open to all children including those who have participated in the scheme, new guidance on setting and the premiere of a film about the EAL Excellence Award, made in collaboration with staff in Hampshire schools.  The teacher team are currently developing training deliverable via Zoom as the shift to online learning looks set to continue into the autumn term.  In fact, via video conferencing, St Peter’s RC Primary in Havant and John Keble Primary School in Winchester have this term been validated for the EAL Excellence Award, achieving Bronze whilst The Wavell Secondary School in Farnborough was validated at Silver - a motivational thought for any school working on their own submission.  

The EAL/SEND phone line remains open on Tuesday afternoons for schools to discuss any pupils about whom they have concerns, but is operating slightly differently.  Schools can still ring in using the usual number and they will speak to one of our admin team who will arrange for the school to be phoned back.  A new suggested format for schools to record such concerns has also been created and can be found here.  Our language phone lines are also still available to support with sharing information with parents/carers, answering any questions they have and helping with home-school communication. Contact details and the list of languages can be found here

The EMTAS Admin team have continued to offer back office support, maintaining records and dealing in impressively efficient ways with new referrals that have started to come in from schools.  They have also been registering school staff for resources on the EMTAS Moodle, notably the EMTAS EAL e-learning and the EAL and GRT Excellence Awards.  One, who leads a secret double-life as our Resources Manager, has also run a project with members of our Bilingual Assistant team on how to make best use of Kitabu.  This is an app from MantraLingua that gives access to their entire range of dual language texts and includes additional features and functions.  She’s also been sending out resources from the EMTAS library to schools.

 

Staffing

There have been some staffing changes this year too.  We lost Graham Ellwood, Traveller Team Manager, back in the autumn term.  His death was unexpected and he is much missed.  Following Graham’s demise, Claire Barker took over the operational lead of the Traveller Team with Sarah Coles taking the strategic lead.  We also said goodbye to Kamaljit Dulai, Bilingual Assistant Manager, who retired in April after being with EMTAS for over 22 years.  In her place, we have Eva Papathanassiou, previously our EMTAS Greek-speaking Bilingual Assistant.  Eva continues to speak Greek where it’s helpful and is now leading the Bilingual Assistant team too.

At the end of this term, we say à bientôt to Astrid, who will be taking maternity leave from the end of the summer term.  Jamie Earnshaw will be over-seeing the EMTAS blog in Astrid’s absence whilst Helen Smith, previously a member of the Traveller Team, stands in for her as the Specialist Teacher Advisor for Basingstoke and Deane schools.  Helen’s teaching background is in EYFS whilst during her six-year stint with the Traveller team at EMTAS she has led on the EYFS and KS1 transition programmes.

In September, we welcome Lynne Chinnery to the EMTAS Specialist Teacher Advisor Team.  Lynne’s background includes 14 years in Libya where she ran a language school and picked up Arabic. She has also lived and worked as a TEFL teacher in Greece, Turkey, Spain and China.  Lynne will be working with schools in the Havant and Waterlooville district and she has already been involved in doing a remote validation for the EAL Excellence Award for a school in that area, St Peter’s RC Primary School.  She also has experience of working with Unaccompanied Asylum Seeking Children (UASC) and delivering training on aspects of EAL practice and provision to schools on the Isle of Wight.

We also welcome Huijie Zhou (aka Nicole) to our Bilingual Assistant team.  She will be working with our Chinese families and supporting the Mandarin Heritage Language GCSEs.

 

Finally…

Like many schools, we have plunged in at the deep end when it comes to using videoconferencing and have discovered it can be used as an alternative to in-person visits to schools in various different ways.  As an option that enables schools to access services from EMTAS, we will continue to offer support via videoconferencing in 2020-21.  Alongside this, in preparation for the new academic year and in anticipation of the lockdown being eased still further by September, EMTAS have developed a detailed risk assessment to help ensure everyone stays safe when our staff are able to start visiting schools again.  We have some exciting projects up our sleeves for 2020-21 including a bedtime story project, working with parents to record bedtime stories in other languages for children to enjoy at bedtime; and an Advanced EAL Learner project that draws on cross-curricular immersive virtual experiences as drivers for speaking, reading and writing in English and other languages.  We are keen to identify schools to participate so we can get started on these – and other things too, of course. Have a great summer and we look forward to seeing you all next term!


More news coming soon


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[ Modified: Tuesday, 14 July 2020, 12:42 PM ]
 
Anyone in the world

By Hampshire EMTAS Traveller Teaching Assistant Steve Clark


The big leap from Year 6 to Year 7

First steps into secondary school can be difficult for any pupil. Secondary schools are usually much bigger environments with more pupils and staff than most primary schools. The differences are noticeable: pupils move between lessons rather than staying in the same room all day and there is a complex school layout and timetables to negotiate. Pupils for whom English is an Additional Language (EAL) and pupils from a Gypsy, Roma, Traveller heritage (GRT) find the transition challenging. Rather than making the leap into the unknown, some GRT pupils withdraw from mainstream education and opt instead for elective home education (EHE).

This year more than any other year it will take a concerted effort from EAL and GRT children, parents, carers and schools to support their transition. The Coronavirus has led to a long absence from school for most pupils and many will find adjusting to the routines of the school day and entering a new learning environment particularly challenging.

Many EAL families may have experienced high levels of anxiety about Covid-19 and isolation especially where they have not been able to go and visit relatives or, in some cases, have any contact with them at all. Some families will have suffered bereavement and their children may benefit from bereavement counselling and/or ELSA support. EMTAS can also offer first language support for schools and families, mentoring for pupils and cultural advice for staff.

Many of our GRT families are fearful of the impact of the virus on their children and their communities and may be very reluctant to allow their children to return to school for this reason. If this is the case, schools can ask for EMTAS support for staff and the GRT communities affected. 

Many GRT families are self-employed and due to the nature of their work may be experiencing high levels of anxiety due to the impact of the lockdown on their ability to continue working.  Some families may be trying to off-set this by travelling further afield to secure work.

Hampshire EMTAS is, as always, ready to support all concerned with transition. Usually, we offer a transition programme for GRT pupils and EMTAS staff visit pupils in person to support and facilitate their journey from primary school into secondary. However, this year, because of social distancing, EMTAS staff are instead offering this support via telephone and can liaise with EAL and GRT parents and carers this way to answer any questions they may have and to support them with the transition. In October, after the child has started in their secondary school, an EMTAS member of staff will arrange a follow-up visit to see them to check they are settling in.


What EAL and GRT pupils, parents and carers may want to know

Lunch systems - Many schools are cashless and operate a fingerprint recognition system to pay for lunches. It is important to stress to GRT and EAL pupils and their families that their fingerprint will not be used for any other purpose.

Mobile phones - It is important to communicate to GRT and EAL pupils, parents and carers, the school’s expectations around the use of mobile phones during the school day and to clarify how they can contact each other in exceptional circumstances.

Homework - Starting a conversation between school staff and GRT and EAL pupils, parents and carers can prove highly effective in ensuring that any potential problems with completing homework are identified early on and flexible solutions found.

Uniform and equipment - It is recommended that schools have a full and clear conversation with GRT and EAL parents and carers prior to the child starting in Year 7 about what equipment the pupil will need and what is acceptable uniform including jewellery and hairstyle. This may give school staff an opportunity to address any concerns the family may have regarding cost.

Cultural factors should be considered e.g. clarification about the provision of separate changing facilities for PE and modesty -related issues to do with PE kits etc. These are particularly relevant to Muslim students and their families.

Religious observance - Sikh boys may wear a patka (head covering) or other hair covering and may, for religious reasons, not have their hair cut; hijabs may be worn by some Muslim girls. Many Muslim pupils, especially once they are in secondary phase, will observe fasting throughout Ramadan followed by Eid, a day they may request permission to take off school for religious observance.

Attendance - Communication between GRT and EAL pupils, parents, carers and school staff is vital to ensure a good level of attendance (96% or above) is maintained. Clear guidance should be given to GRT and EAL pupils and parents on how to report any absence. Maintaining a good relationship with the GRT and EAL families will help to continue the conversation and to help identify any problems with attendance.

Art, Design & Technology, Food Tech and Science – Discussions between school and parents and carers about funding and the supply of ingredients and materials for these subjects can help avoid any potential misunderstandings or disruption to the pupil’s learning.


Ideas for schools to build confidence from Day One in September

The better prepared a pupil is for their transition, the more smoothly it will go. It is a good idea for the primary school to show pupils a timetable from a secondary setting and explain to them what it means. If the secondary school can provide a digital tour of the school this year to help ease anxieties about what the new environment looks like, this would help pupils gain a little knowledge about what to expect to see on their first day. A short film introducing key staff and the Year 7 Tutor team would allow the pupils to recognise these people more readily. 

Communication with EAL and GRT parents and carers in the next few weeks will help identify and hopefully answer any questions the child and parent may have.

Schools running the Young Interpreter Scheme or New Arrivals Ambassador Scheme will be able to guide pupils into supporting their peers’ transition into school.

Hopefully all our EAL and GRT children will transition successfully in September and settle back into the learning environment quickly, making new friends and picking up with old ones. Give them time to think and process as the language and pressures of a new setting may take time to build up their confidence and to participate.


For further advice and guidance please visit the Hampshire EMTAS website and the Guidance Library for EAL and GRT.

Also see our dedicated pages for: 

- GRT Advice and Guidance

- EAL Advice and Guidance

- Distance Learning including Covid-19 advice and guidance

For further information please contact Sarah Coles at sarah.c.coles@hants.gov.uk or the EMTAS office at emtas@hants.gov.uk. 


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[ Modified: Monday, 29 June 2020, 9:19 AM ]