Our EAL exit process

By Pete on May 20, 2025 • ( 0 )

As mentioned previously, our EAL learners follow a bespoke curriculum. Here’s some info on our exit process for learners moving from ‘EAL support’ into mainstream English classes.

Step 1: A learner is referred by EAL teachers & coaches for possible exit

We are constantly assessing our learners based on:

Classroom observations and street data
Evidence of demonstrating descriptors from the Bell framework
Performance on common assessments
Data from periodic assessments linked to the CEFR

Technically, an EAL exit could happen at anytime. However, there normally comes a time in a (half) term when we mention ‘possible exits’ during our weekly EAL team meeting. When a student’s name is mentioned by a coach/teacher, and is seconded by other team members based on observations and data, IT IS TIME!

We start by creating an EAL Exit checklist for that learner. The Google Doc version I used is adapted from a great one used by Jackie Wice (ex-St Andrews 107), and the first section to fill in for us is this:

We aim for the formals to be B1+ on CEFR, and Band D or above for targets on Bell, with solid Band C demonstrated. But comments normally include plenty of street data, and of course there are jagged profiles and other such stuff. So, this is *somewhat* tick-boxy. For us, IYKYK…

Anyhow… the ball is rolling! What’s next?

Step 2: We gather data from subject teachers

We inform all subject teachers, and tutor, that we are considering the learner for an EAL exit. We link in our EAL checklist and send it as a round robin, encouraging them to add comments.

Here is one section of the checklist:

We include sections covering the four skills, and additional space for comments of general communication/interaction/ability to access curricular content, etc.

You might be wondering – why is this not sent out as a Google form? I prefer sending the full doc out because:

Online forms can result in form fatigue. You think they’re quick, but you just keep clicking. Argh!
Sharing a doc with sections like this encourages teachers to chip in, rather than provide extensive answers for the sake of it.
It saves us transferring or collating info. The data should be accessible to all, and this doc is a good format. If a parent were to say, ‘is my child ready to exit the EAL programme?’, then this is a very shareable doc to justify why/why not, with comments for multiple staff members across departments. In practice, this has never been shared with parents, but it has been a springboard for discussion during one-to-one meetings.

The EAL team may follow up on any info provided. We build a picture of where we all feel the learner is currently ‘at’ in terms of accessing the curriculum independently, completing class tasks, understanding and using academic language, etc. Then we make a decision.

If data says yes, then…

Step 3: We arrange an approval/moderation meeting with the Head of English

We collate samples of the student work from class, common assessments, etc. We share the exit doc with the Head of English to peruse. I then meet with the Head of English to share what our learner has produced independently and talk through their general skillset and attitude to learning etc. Our judgement is normally trusted, which is great! It’s not like this stage is some ‘presenting a solid case’ process or anything, but it’s also not a ‘Whatever, I trust your judgement’ – it’s just a good professional discussion with the learner’s best interests in mind at that particular time.

From there, it’s usually GO GO GO!

Step 4: The student is informed

We discuss options with the student. Do they feel ready for reduced support? What questions do they have? Etc. Normally, students are keen to exit and feel ready, but we still record findings from our discussions if relevant on our form and take this into account:

Step 5: Parents are informed of outcomes

We don’t inform parents about a possible exit, as we don’t want to bias things. We inform them once we have gathered the relevant data. I have a generic email I send out, but we usually add plenty of personal comments to that of course.

Step 6: Teachers informed

We inform tutors and subject teachers of the change. We have an informal handover with the new English teacher, sharing what we know, sample work, anxieties for the learner, etc.

Step 7: Admin are informed

We inform computery people about changes to classes on the timetable. I shouldn’t forget the boring bits, because I did forget them with our first ever exits, so I’m just reminding you! Haha.

Step 8: Gradually reducing support

All our EAL learners have additional support slots with an EAL coach once a week. For learners not on our EAL programme, these sessions are a general study support slot with a non-specialist teacher. We ensure that anyone exiting our EAL programme continues to have that additional EAL support slot for one term, rather than going to ‘general support’. It’s just a way for us to check in and see how they are doing – challenges they have, support they need, etc.

Our EAL coaches still support EAL exiters in mainstream classes, just as they would any other learner, However, they may reduce the amount of support needed, given the level of independence attained.

Step 9: One-month round robin

We send a Google form out to teachers anywhere from 2-4 weeks after the learner has exited. We check in on how the learner is adapting to their new learning context, and anything they might need, etc.

END… But never really the end of course!

Anyhow, that’s a walkthrough of our process, in case you’re just putting yours together. Feel free to share bits you think we should add.

Credit goes to Jackie, whose checklist I adapted!

Image by thomas mersch from Pixabay