Ask yourself and colleagues how your setting is in relation to the following questions and grade yourself as Beginning (B). Developing (D) or Secure (S), and then consider how you could improve practice. to review support for children learning What could we do differently? EAL B/D/S Do we find out where the child is from, which language(s) they speak and to whom and what their competencies are in these languages? Do we check what the child likes to be called and the pronunciations and spellings of the child and their parents/carers names? Are all parents/carers, regardless of their home language, able to share information about their child’s routine such as sleep times and comforters? Do we support children to use their home language in the setting/school? Do we show children where everything is in the setting/ school such as toilets and snack? Do we provide a to our Setting’ pack? ‘Welcome Do all staff welcome all children and families without prejudice and assumptions? Do we use a photographic visual timetable - including photos of adults in the setting at the beginning and the end of the day?
Ask yourself and colleagues how your setting is in relation to the following questions and grade yourself as Beginning (B). Developing (D) or Secure (S), and then consider how you could improve practice. to review support for children learning EAL B/D/S What could we do differently? Do we find out where the child is from, which language(s) they speak and to whom and what their competencies are in these languages? Do we check what the child likes to be called and the pronunciations and spellings of the child and their parents/carers names? Are all parents/carers, regardless of their home language, able to share information about their child’s routine such as sleep times and comforters? Do we support children to use their home language in the setting/school? Do we show children where everything is in the setting/ school such as toilets and snack? Do we provide a ‘Welcome to our Setting’ pack? Do all staff welcome all children and families without prejudice and assumptions? Do we use a photographic visual timetable - including photos of adults in the setting at the beginning and the end of the day?
2017APRILEALbookletCh1UniqueChild.docx