In a new series focused on supporting pupils with English as an additional language, Nic Kidston and Katherine Solomon discuss how schools can learn more about who their EAL learners are and how they can be empowered and supported to fulfil their potential

This article, the first in a series of articles on supporting EAL learners that will appear in the coming year, examines the recent research report from the Education Policy Institute (EPI), with the Bell Foundation and Unbound Philanthropy – entitled Educational Outcomes of Children with English as an Additional Language.

The series will provide insights into, and best practice on, how to support individual learners through a whole school approach.

So, what do we know about the EAL cohort? First, according to the most recent Department for Education data (School Census, January 2017), there are currently more than 1.3 million EAL learners (20.6 per cent of state-funded primary pupils and 16.2 per cent of state-funded secondary school pupils).

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