Supporting EAL learners in UK primary classrooms
More than one in five pupils in England has a first language other than English. Some are fluent; some arrived last week with no English at all. This guide covers how to tell the difference, what to do in the first week, and the everyday strategies that help EAL learners and the whole class.
The facts in 60 seconds
- How many
- 21.6% of pupils in England in 2025/26 had a first language known or believed to be other than English, 23.8% in primary schools (DfE).
- What EAL means
- A child exposed at home to a language other than English. It is not a measure of how well they speak English.
- How to describe proficiency
- Five bands, A (New to English) to E (Fluent), used in The Bell Foundation's free EAL Assessment Framework.
- Key principle
- Keep thinking demands high and support the language, so EAL learners stay in the full curriculum.
Who EAL learners are
The EAL label covers a British-born child who is bilingual and top of the class, and a ten-year-old refugee who has missed two years of school. The DfE itself says the measure is not a measure of English proficiency or a good proxy for recent immigration. EEF-funded analysis of national data found that EAL pupils are extremely diverse, and that knowing a child's proficiency in English tells you far more about the support they need than the EAL label alone.
The five proficiency bands
| Band | Typical picture | Focus for teaching |
|---|---|---|
| A New to English | Follows basic classroom language with heavy support; little or no written English yet. Usually in the first two years. | Communication and meaning. Fluency and confidence before accuracy. |
| B Early acquisition | Starting to respond in conversation; reads at word and sentence level with pictures; writes simple sentences on familiar topics. | |
| C Developing competence | Confident everyday talker, often after two to five years, but errors persist and academic language is still developing. | Range and accuracy. Noticing patterns and self-correcting. |
| D Competent | Reads and writes across subjects with growing independence. | Sophisticated language: genre, register, style for different purposes. |
| E Fluent | Uses English fluently and creatively with little or no hindrance. |
Watch for band C. A child who chats easily in the playground can still struggle with "Explain why the character changed". Everyday fluency is not the same as academic proficiency, so keep supporting the language of learning.
First week checklist for a new arrival
Tick as you go. Ticks are not saved; print the page for a paper copy.
Strategies for every lesson
- Key visuals. Diagrams, tables, timelines and pictures carry the meaning so language can be learned around it.
- Talk before writing. Pairs rehearse orally before anyone writes. This helps every child, not only EAL learners.
- Sentence frames for thinking. "I agree with... because...", "First..., then..., finally...".
- Pre-teach key vocabulary the day before, with pictures, to the children who need it.
- Collaborative tasks with a real reason to talk, such as sorting cards, sequencing pictures or barrier games.
- Model, then expect. Show a finished piece, then the frame, then less frame.
- Slow, clear teacher talk with gestures, but natural English, not broken English.
- Recast, do not interrupt. If a child says "He goed home", reply "Yes, he went home" and move on.
The home language is an asset
Children who can read and think in their first language bring those skills to English. Let them plan in their home language, use bilingual dictionaries, and talk to a same-language partner about difficult content. Encourage families to keep talking, reading and telling stories at home in whichever language they are strongest in.
EAL or SEND?
Having EAL is not a special educational need. But EAL learners can also have SEND, and both over-identification and missed needs happen. Signs worth a closer look: little progress after a good period of support, the same difficulties in the home language (ask the family), or difficulties that do not look like language learning, such as memory or attention problems in every subject. Talk to your SENCo and, where possible, get an assessment in the child's first language.
Try it tomorrow: a picture-sequencing lesson (40 minutes)
For: a mixed class including band A and B learners, ages 6 to 10. You need: six pictures showing a simple sequence (making a sandwich, planting a seed), on the board or drawn quickly.
| Minutes | Stage | What happens |
|---|---|---|
| 0 to 8 | Key words | Name the objects and actions in each picture. Point and say; class repeats. Add the words to a word bank on the board. |
| 8 to 18 | Sequence in pairs | Pairs put the pictures in order (drawn numbers on a strip of paper work). Band A learners can point and use single words. |
| 18 to 25 | Talk it through | Frame on the board: "First... Then... Next... Finally...". Pairs say the sequence aloud twice. |
| 25 to 37 | Write | Choice of support: label pictures (band A), copy and complete the frame (band B), write freely with time words (others). |
| 37 to 40 | Share | Three children read their sequence while the class mimes it. |
Frequently asked questions
What percentage of pupils in England have EAL?
In 2025/26, 21.6% of pupils had a first language known or believed to be other than English, and 23.8% in primary schools, according to the Department for Education.
How long does it take an EAL pupil to become fluent?
It varies widely. New to English and early acquisition stages often cover the first two years; developing competence typically spans two to five years of learning English.
Should EAL pupils be taught separately?
Mostly no. Keep them in mainstream lessons with language support, with short, focused extra sessions for new arrivals where helpful.
Should I stop a child using their home language in class?
No. Using the home language to think and plan supports learning, as long as there is also plenty of English talk.
Is there a free EAL assessment tool?
Yes. The Bell Foundation's EAL Assessment Framework for Schools is free for UK schools after registration.
Structured English for new arrivals
Our free Level 1 programme teaches everyday English from the start, ideal alongside class work for band A and B learners. Litlings adds progress tracking and photo homework, free for up to 40 pupils.
Try Litlings freeRelated
- Schools, pupils and their characteristics, 2025/26 (Department for Education)
- Levels of proficiency in English (The Bell Foundation)
- EAL Assessment Framework for Schools (The Bell Foundation, free)
- EAL Strategies and Great Ideas (The Bell Foundation)
- English as an additional language: evidence reviews (EEF, Strand and others; Murphy and Unthiah, 2015)